Unit6
When
was
it
invented?单元综合测试
听力部分（20分）
Ⅰ.听句子，选择你听到的单词或短语。（5分）
(
)1.
(
)2.
(
)3.
(
)4.
(
)5.
Ⅱ.听小对话，选择正确的选项。（5分）
1.
How
does
Mark
feel
the
potato
chips??
A.
Crispy
and
hot.
B.
Crispy
and
salty.
C.
Crispy
and
sweet.
2.
What
did
the
girl
take
by
mistake?
A.
Peter’s
book.
B.
Peter’s
pen.
C.
Mary’s
pen.
3.
When
was
the
new
cell
phone
invented?
A.
In
2004.
B.
In
2005.
C.
In
2014.
4.
What
does
the
man
want
to
know?
A.
He
wants
to
know
who
invented
the
machine.
B.
He
wants
to
know
when
the
machine
was
invented.
C.
He
wants
to
know
what
the
machine
was
used
for.
5.
Who
was
the
telephone
invented?
A.
Benz
B.
Bill
C.
Bell
Ⅲ.
听短文，根据短文内容完成表格信息，每空词仅填一词。（10分）
Who
was
it
invented
by
John
Loud,
a(n)
______1______
person
When
was
it
invented
In______2_____
Advantages
help
us
____3___
faster
and
makes
our
life
easier.
Where
it
is
used
many
fields;
widely
used
in
our
daily
life
Price
usually
____4_____
Changes
become
smaller
and
_____5_____
笔试部分
Ⅳ.
单项选择（15分）
1.
---
was
the
light
bulb
invented_____?
---Thomas
Edison.
A.
When;
in
B.
Who;
by
C.
Whom;
/
D.
What;
for
2.
This
apple
is
so
_______that
my
teeth
can’t
stand
it.
A.
soft???????
B.
crispy
????????????
C.
salty
???????
D.
sour
3.
----Did
you
go
to
Jim’s
birthday
party？
----No,
I
.
A.
haven’t
invited
B.
didn’t
invite
C.
am
not
invited
D.
wasn’t
invited
4.
---Do
you
know
who
the
novel
was
by?
---Of
course.
It’s
Julia.
A.
made
B.
created
C.
produced
D.
invented
5.
The
rabbit_______
the
hole
and
couldn’t
come
out.
A.
fell
into
B.
fell
off??
C.
fell
from??
D.
fell
down
6.
It
was
already
past
midnight
and
only
three
young
men
in
the
tea
house.
A.
kept
B.
left
C.
remained
D.
expected
7.
Yesterday
I
discovered
his
secret
.
A.
by
accident
B.
in
accident
C.
by
mistake
D.
with
mistake
8.
_____
is
believed
that
Bell
invented
the
first
telephone
in
1876.
A.
This
B.
That
C.
It
D.
One
9.
It’s
easy
for
kids
to
bad
habits
like
smoking.
A.
put
into
B.
fall
into
C.
bring
into
D.
turn
into
10.
The
Chinese
writer
has
got
lots
of
fans
in
France.
His
new
book
_____into
French
as
soon
as
it
came
out.
A.
was
translated
B.
translated
C.
is
translated
D.
will
translate
11.
_______
is
waiting
for
you
at
the
gate.
He
wants
to
say
thanks
to
you.
A.
Somebody
B.
Anybody
C.
Everybody
D.
Nobody
12.
The
Great
Green
Wall
can
stop
the
wind
and
sand
to
the
rich
land
in
the
south
of
China.
A.
move
B.
to
move
C.
from
moving
D.
to
moving
13.
---A
number
of
Hope
schools
were
built
around
the
country
last
year
---Yes,
them
was
over
one
hundred.
A.
was
built;
The
number
of
B.
were
built;
The
number
of
C.
was
built;
A
number
of
D.
were
built;
A
number
of
14.
---
What
do
you
think
of
the
price
of
gold
in
the
world?
---Nowadays
it
is
getting
much
than
before.
A.
low
B.
lower
C.
cheap
D.
cheaper
15.
Jessica's
parents
always
encourage
her
____________out
her
opinions.
A.
speak
B.
speaking
C.
to
speak
D.
will
speak
Ⅴ.
完形填空.（15分）
Man
has
invented
four
kinds
of
satellites
(卫星).
The
first
kind
of
satellite
studies
the
1
of
the
earth.
They
are
used
to
make
maps.
They
also
help
countries
to
see
where
they
may
2
oil
or
gold.
The
second
kind
of
satellite
is
used
to
guide
ships
and
planes.
A
ship
or
a
plane
can
3
a
message
to
the
satellite,
and
the
satellite
can
find
out
4
the
ship
or
the
plane
is.
The
third
kind
studies
the
weather.
These
satellites
5
clouds
and
strong
winds
moving
across
the
earth.
They
warn
countries
to
make
preparations
(准备)
when
very
6
weather
is
coming.
7
kind
is
used
for
communication.
Telephone
calls
8
countries
can
be
sent
by
these
satellites.
Some
can
carry
hundreds
of
calls
at
the
same
time.
The
call
is
sent
to
the
satellite,
then
the
9
sends
it
to
a
station
in
the
country
and
this
country
is
being
phoned.
These
satellites
also
carry
pictures;
they
can
receive
and
send
about
eight
10
at
a
time.
1.
A.
biology
B.
history
C.
physics
D.
geography
2.
A.
study
B.
find
C.
carry
D.
choose
3.
A.
write
B.
send
C.
take
D.
bring
4.
A.
where
B.
which
C.
what
D.
that
5.
A.
search
B.
watch
C.
notice
D.
see
6.
A.
sunny
B.
cool
C.
fine
D.
bad
7.
A.
The
last
B.
Another
C.
One
D.
Any
other
8.
A.
during
B.
along
C.
between
D.
of
9.
A.
TV
B.
telegraph
C.
telephone
D.
satellite
10.
A.
plays
B.
programs
C.
films
D.
languages
Ⅵ.
阅读理解。（20分）
A
Tea,
coffee
and
cocoa
are
three
major
drinks
all
over
the
world.
Tea
is
drunk
by
the
largest
number
of
people
in
the
world.
Tea,
as
well
as
silk
and
porcelain,
began
to
be
known
by
the
world
over
a
thousand
years
ago
and
has
been
an
important
Chinese
export
since
then.
Tea
has
a
history
of
over
4000
years
and
China
is
the
home
of
tea.
In
ancient
China,
tea
was
used
as
a
kind
of
medicine,
while
nowadays
people
drink
tea
daily.
Longjing,
Pu'er,
Wulong
and
Tieguanyin
are
all
famous
tea.
Thanks
to
the
mild
climate
and
rich
soil
in
Fujian,
Zhejiang
and
Yunnan,
tea
is
produced
mainly
in
these
provinces.
The
word
for
tea
in
different
languages
came
from
Chinese,
like
"cha'i"
in
Russian.
And
the
Japanese
character
for
tea
is
written
exactly
the
same
as
it
is
in
Chinese.
Over
the
past
centuries,
Chinese
people
have
developed
their
unique
tea
culture,
which
includes
tea
planting,
tea-leaf
picking,
tea
making,
tea
drinking
and
so
on.
Tea
is
also
popular
in
some
sayings,
like
"A
friendship
between
gentlemen
is
like
a
cup
of
tea."
In
dances,
songs,
poems
and
novels,
tea
is
often
mentioned.
too.
1.
How
many
drinks
are
mentioned
in
this
passage?
A.
Three.
B.
Four.
C.
Five.
D.
Six.
2.
Tea
is
produced
mainly
in
Fujian,
Zhejiang
and
Yunnan
because__________.
A.
they
are
all
big
provinces
B.
they
are
all
close
to
the
sea
C.
there
are
quite
a
lot
of
mountains
there
D.
the
climate
ia
mild
and
the
soil
is
rich
there
3.
The
underlined
sentence
“A
friendship
between
gentlemen
is
like
a
cup
of
tea."
in
the
last
paragraph
means_________.
A.
一个朋友就是一杯茶
B.
君子之交淡如水
C.
看到朋友就会想起茶
D.
绅士才能够喝茶
4.
Which
of
the
following
is
TRUE
according
to
the
passage?
A.
Tea,
cocoa
and
silk
are
important
Chinese
exports.
B.
Tea
has
more
than
1,
000
years
of
history.
C.
Japan
is
the
home
of
tea.
D.
In
ancient
China,
people
used
tea
as
a
kind
of
medicine.
5.
Which
is
the
best
title
for
the
passage?
A.
China's
Tea
Culture
B.
A
Saying
of
Tea
C.
Drinks
in
the
World
D.
Tea
and
Coffee
B
Every
morning
my
father
buys
a
newspaper
on
his
way
to
work.
Every
evening
my
mother
looks
through
magazines
at
home.
And
every
night,
I
look
at
the
posters
with
photos
of
David
Beckham
and
Yao
Ming
on
my
bedroom
wall
before
I
go
to
sleep.
Can
we
imagine
life
without
paper
or
print?
Paper
was
first
created
about
2,000
years
ago,
and
has
been
made
from
silk,
cotton,
bamboo,
and,
since
the
19th
century,
from
wood.
People
learned
to
write
words
on
paper
to
make
a
book.
But
in
those
days,
books
could
only
be
produced
one
at
a
time
by
hand.
As
a
result,
they
were
expensive
and
rare.
And
because
there
weren’t
many
hooks,
few
people
learned
to
read.
Then
printing
was
invented
in
China.
When
printing
was
developed
greatly
at
the
beginning
of
the
11th
century,
books
could
be
produced
more
quickly
and
cheaply.
As
a
result,
more
people
learned
to
read.
After
that,
knowledge
and
ideas
spread
quickly.
Today
information
can
be
received
online,
downloaded
from
the
Internet
rather
than
found
in
books,
and
information
can
be
kept
on
CD-ROMs
or
machines
such
as
MP3
players.
Computers
are
already
used
in
classrooms,
and
newspapers
and
magazines
can
already
be
read
online.
So
will
books
be
replaced
by
computers
one
day?
No,
I
don’t
think
the
Yao
Ming
poster
on
my
bedroom
wall
will
ever
be
replaced
by
a
computer
two
meters
high!
6.
What
does
the
writer
do
before
he
goes
to
sleep’?
A.
He
reads
books.
B.
He
reads
newspapers
C.
He
looks
through
magazines
D.
He
looks
at
the
posters
on
the
wall.
7.
When
was
paper
first
created?
A.
About
2.000
years
ago.
B.
In
the
19th
century.
C.
About
1.000
years
ago.
D.
In
the
11th
century.
8.
Why
were
books
expensive
and
rare
before
the
invention
of
printing?
A.
People
could
not
read.
B.
People
could
not
write
words
on
paper.
C.
People
could
not
find
silk,
cotton
or
bamboo.
D
People
could
only
produce
books
one
at
a
time
by
hand
9.
What
happened
after
books
became
cheaper?
A.
People
didn’t
want
to
buy
books.
B.
Printing
was
invented
in
China.
C.
Knowledge
and
ideas
spread
quickly.
D.
The
Internet
was
introduced
to
people
soon
10.
What
is
the
writer’s
opinion
about
books
and
computers’?
A.
People
won’t
need
books
any
more
B.
Books
won’t
be
replaced
by
computers.
C.
People
prefer
to
find
information
in
books.
D.
Computers
have
already
replaced
books.
Ⅶ.词汇。（10分）
1.
She’s
_____
(分开)
the
watermelon
into
twenty
pieces
and
given
them
to
each
student.
2.
It’s
dangerous
to
run
wildly
in
all
directions
when
an
e_____(地震)
happens.
3.
Nobody
________(怀疑)that
the
Chang’e
Ⅲ
will
help
us
know
more
about
the
moon.
?
4.
D_____(每日的)practice
is
the
secret
in
learning
a
foreign
language
5.
If
you
read
a
lot,
your
life
will
be
full
of
p_____(愉快).
B.用所给词的适当形式填空。
6.
The
light
bulb
is
one
of
Edison’s
________
(invent).
7.
According
to
the
latest
survey,
the?______(popular)
of
the
new
movie
is
rising
rapidly.
8.
All
the
students
must
do
their
duties,___(include
)
you.
9.Tea
(bring)
to
England
in
1660.
10.
Do
you
know
when
the
Great
Wall
(build)
?
Ⅷ.
句型转换(10分)
1.
Jim
invited
me
to
go
to
his
birthday
party.
(改为被动语态)
I_______
______
to
go
to
__________
birthday
party?
2.
Chinese
people
invented
the
abacus
in
the
sixth
century.
(改为被动语态)
The
abacus
_______
_______in
the
sixth
century
_________Chinese
people
3.
The
shoes
with
light
were
invented
two
years
ago.
(对划线部分提问)
______
______
the
shoes
with
light
invented?
4.
He
found
the
answer
to
the
question
by
accident.
(改为同义句)
He
found
the
answer
to
the
question
______
______.
5.
People
believe
that
China
has
changed
greatly
in
the
recent
twenty
years.
(改为同义句)
It
______
______
that
China
has
changed
greatly
in
the
recent
twenty
years.
Ⅸ.书面表达.（15分）
根据下表内容,
写一篇反映历史上重大发明的短文，词数:
不少于60。
Invention
Time
Who
Uses
digital
camera
1975
Steven
J.Sasson
take
photos
telephone
1876
Alexander
Bell
communicate
radio
1895
Guglielmo
Marconi
listen
to
news
and
music
单元综合测试答案：
Ⅰ.听句子，选择合适的图片。1-5ACBBB
Ⅱ.听小对话，选择正确的选项。1-5CBAAC
Ⅲ.
听短文，根据短文内容完成表格信息，每空词仅填一词。
1.
American
2.
1888
3.
write
4.
low
5.
lighter
Ⅳ.
单项选择
1-5BDDBA
6-10CACBA
11-15ACBBC
Ⅴ.
完形填空.
1-5DBCAB
6-10CACDB
Ⅵ.
阅读理解。
1-5
ADBDA
6-10DADCB
Ⅶ.词汇。
1.
divided
2.
earthquake
3.
doubts
4.
Daily
5.
pleasure
6.
inventions
7.
popularity
8.
including
9.
was
brought
10.
was
building
Ⅷ.
句型转换
1.
was
invited;
Jim’s
2.
was
invented;
by
3.
When
were
4.
by
chance
5.
is
believed
Ⅸ.
书面表达
One
possible
version:
There
are
many
inventions
that
have
caused
great
changes
in
the
world.
Here’s
a
short
introduction.
For
example,
the
digital
camera
was
invented
by
Steven
J.Sasson.
It
was
invented
in
1975
and
it
is
used
for
taking
photos.
The
telephone
was
invented
by
Alexander
Bell
in
1876.
It’s
used
for
communicating
with
others.
The
radio
was
invented
by
Guglielmo
Marconi
in
1895.
It’s
used
for
listening
to
news
and
music.
听力材料
Ⅰ.听句子，选择正确的图片，其中一幅是多余的。
1.
The
Monkey
King
uses
a
magic
stick
to
fight
bad
people.
2.
The
two
brothers
came
to
the
city
to
make
special
clothes
for
the
emperor.
3.
One
day,
the
Little
Red
Riding
Hood
carried
some
cakes
to
see
her
grandmother.
4.
The
brave
young
man
shot
nine
suns
and
people
all
thanked
him
very
much.
5.
He
continued
to
move
the
mountains
with
his
family.
Ⅱ.听小对话，选择正确的选项。
1.
W:
What
do
you
think
of
YU
Gong?
M:
I
think
he
is
a
little
silly.
2.
W:
Do
you
like
reading
fairy
tales,
Jim?
M:
Yes,
my
favorite
story
is
Chang’e
Flies
to
the
Moon.
What
about
you,
Lucy?
3.
W:
The
story
is
too
interesting
that
I
want
to
read
it
again.
M:
Yes,
I
have
read
it
three
times.
4.
W:
Would
you
like
to
go
shopping
with
me?
M:
It’s
boring.
Why
not
go
to
watch
the
movie
Hansel
and
Gretel?
5.
W:
Jack,
could
I
borrow
your
storybook
Journey
to
the
West?
M:
Sure.
But
I
left
it
in
the
bedroom.
Ⅲ.
听短文，根据短文内容完成表格信息，每空词仅填一词。（10分）
We
know
that
the
ballpoint
pen
is
one
of
the
most
useful
inventions.
How
was
the
ballpoint
pen
invented？It
was
invented
by
an
American
worker
named
John
Loud
in
1888.And
it
really
helps
us
write
faster
and
makes
our
life
easier.
They
are
widely
used
in
many
fields.
And
the
price
is
usually
low.
Ballpoint
pens
are
becoming
smaller
and
lighter.
And
the
kind
of
pens
is
widely
used
in
our
daily
life.
They
are
really
useful
and
helpful
in
our
life.Unit6
When
was
it
invented?
The
Second
Period
(Section
A
3a---4c)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
the
history
of
inventions
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
nearly,
ruler,
boil,
remain,
smell,
national,
doubt,
fridge,
low,
somebody,
translate,
lock,
earthquake,
sudden,
biscuit,
cookie,
instrument,
by
accident,
fall
into,
take
place,
without
doubt,
drop
into,
translate…into…,
all
of
a
sudden,
less
than
(3)Target
Language:
Do
you
know
that
tea,
the
most
popular
drink
in
the
world
(after
water),
was
invented
by
accident.
Many
people
believe
that
tea
was
first
drunk
nearly
5000
years
ago.
This
book
describes
how
tea
plants
were
grown
and
used
to
make
tea.
It’s
believed
that
tea
was
brought
to
Korea
and
Japan
during
the
6th
and
7th
centuries.
The
tea
trade
from
China
to
Western
countries
took
place
in
the
19th
century.
(4)Structure:
Passive
voice
of
the
Past
tense
2.
Ability
Objects
①
Be
able
to
master
and
use
the
key
vocabulary
and
target
language.
②
To
read
the
passage
about
tea,
learn
and
master
how
to
talk
about
the
history
of
inventions.
③To
learn
to
grasp
and
use
the
passive
voice
of
the
past
tense.
3.
Moral
Objects
Learn
about
some
history
about
the
invention
of
tea.
Keep
trying
out
your
new
ideas
and
maybe
some
new
inventions
will
be
invented
by
you.
Teaching
Key
Points：
⑴
To
read
the
passage,
learn
and
master
how
to
talk
about
the
history
of
inventions
using
the
passive
voice
of
the
Past
tense.
⑵To
grasp
and
use
the
passive
voice
of
the
past
tense.
Teaching
Difficult
Points：
⑴Learn
and
master
the
passive
voice
of
the
past
tense.
⑵To
understand
the
passage,
practice
talking
about
the
history
of
inventions
using
the
passive
voice.
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Gaming
teaching
Method.
Teaching
Aids：
The
pictures
about
some
inventions,
PPT
Teaching
Procedures：
Step
1
Review（About
5
minutes）
Greet
the
class
as
usual.
Show
the
pictures
and
talk
about
them
with
a
student
like
this.
T:
When
was
the
car
invented?
S1:
It
was
invented
in
1885
T:
Who
was
the
car
invented
by?
S1:
It
was
invented
by
Karl
Benz.
T:
What
is
the
car
used
for?
S1:
It
is
used
for
traveling.
Have
different
pairs
talk
about
the
history
and
use
of
the
other
inventions
in
the
pictures
in
front
of
the
class.
Step
2
Pairwork
（About
4
minutes）
Show
the
pictures
of
fridge
and
washing
machine,
ask
students
to
make
up
conversations
according
to
the
information
given.
Call
two
pairs
to
act
out
their
conversations
in
class.
Then
ask
a
student
to
say
some
sentences
to
introduce
them.
Step
3
Reading
(About
12
minutes)
Lead-in:
T:
We
have
learned
about
some
inventions
around
the
world.
They
have
changed
the
world
a
lot.
China
also
had
many
famous
inventions
besides
four
great
inventions.
Tea
is
one
of
these
inventions.
As
we
all
know,
tea
was
first
invented
in
China
and
Chinese
tea
is
the
most
popular
all
around
the
world.
It
has
a
great
influence
on
people’s
lives.
Do
you
like
drinking
tea?
Why?
S1:
I
like
tea
very
much.
Because
it
makes
me
feel
cool.
S2:
I
like
it
because
it
can
make
me
stay
awake
and
I
won’t
feel
sleepy
in
class.
S3:
I
like
it
because
it’s
good
for
our
health.
T:
Tea
is
good
for
our
health,
especially
green
tea.
Drinking
green
tea
is
helpful
in
a
few
medical
conditions.
Green
tea
can
help
prevent
teeth
decaying.
Green
tea
can
even
help
dieters.
Next,
we’ll
read
a
passage
about
the
tea.
You
will
know
more
about
it.
While-reading:
First,
have
students
to
read
the
main
idea
of
each
paragraph
in
the
box
in
3a,
and
then
read
the
passage
quickly
and
match
each
paragraph
with
its
main
idea.
Ask
two
students
to
report
their
answers.
Call
different
students
to
read
each
paragraph.
At
the
same
time,
have
other
students
check
the
answers
and
find
out
key
phrases
and
key
sentences.
Then
help
students
sum
up
some
key
language
points
and
explain
some
phrases
and
the
key
structures.
Phrases:
by
accident,
fall
into,
take
place,
without
doubt.
Key
structure:
It’s
believed
that…,
not…until.
Have
students
read
the
five
questions
in
3b,
then
ask
them
to
scan
the
passage
with
the
questions
and
find
the
answers
to
the
questions.
Call
some
students
to
answer
the
questions
and
check
the
answers
in
class.
After-reading:
Have
students
read
the
incomplete
sentences
in
3c,
and
then
have
them
complete
the
sentences
using
the
correct
forms
of
the
verbs
in
the
box.
While
working,
move
around
and
give
them
some
help
if
necessary.
Call
different
students
to
say
their
answers
and
check
the
answers
with
students.
Then
ask
them
sum
up
the
structure
of
passive
voice
in
these
sentences.
Step
4
Grammar
Focus
(About
5
minutes)
Have
the
students
read
and
remember
the
sentences
in
Grammar
Focus
by
themselves,
and
then
ask
a
student
to
summarize
the
structure
of
passive
voice
of
the
past
tense.
Then
help
them
sum
up
the
forms
of
the
negative
sentence,
interrogative
sentence
and
special
question
of
the
passive
voice
of
the
past
tense.
Teacher
writes
the
structures
on
the
Bb
and
gives
some
explanations.
Subject
+was
/were
+
done
+others.
Subject
+
was
/were
+not
+
done
+others.
was
/were
+
Subject
+
done
+others?
Wh-words
+
was
/were
+
Subject
+
done
+others?
Have
students
read
the
sentences
in
the
last
box
and
call
a
student
to
tell
the
class
how
to
change
the
active
voice
into
the
passive
voice.
The
teacher
explains
it
to
students
and
gives
an
example.
Present
two
sentences
and
ask
students
to
turn
them
into
the
passive
voice.
1.
Jim
brought
my
computer
to
Beijing
yesterday.
2.
When
did
you
take
these
photos?
Ask
the
students
to
work
individually.
Then
call
two
students
to
report
in
class
and
praise
the
students
who
don’t
have
any
mistakes.
Step
5
Practice（About
5
minutes）
Have
students
read
the
example
in
4a
and
compare
the
structures
of
the
active
voice
with
that
of
the
passive
voice.
Ask
students
to
rewrite
the
other
sentences
in
4a
using
passive
voice.
Move
around
and
give
them
some
help
if
they
need.
Call
different
students
to
say
their
answers
and
check
them
in
class.
Step
6
Writing
practice
(About
5
minutes)
Have
the
students
read
the
incomplete
sentences
in
4b.
Then
use
the
first
sentence
as
an
example
and
tell
them
why.
Have
students
work
alone
to
finish
4b.
First,
let
them
choose
suitable
word
for
each
sentence.
Then
use
the
correct
form
of
the
word
to
complete
the
sentence.
Move
around
the
classroom
and
give
them
some
explanations
if
they
have
any
difficulties.
Call
different
students
to
say
their
answers
and
check
them
with
students.
Step
7
Read
and
write
(About
5
minutes)
Have
students
read
the
passage
about
the
invention
of
telephone
in
4c.
Using
the
first
sentence
as
an
example,
tell
them
how
to
decide
whether
active
or
passive
forms
should
be
used
in
the
sentence.
Ask
students
to
fill
in
the
blanks
with
the
correct
forms
individually.
Call
different
students
to
explain
the
voice
of
each
sentence
and
the
answer.
Check
the
answers
with
students.
Have
students
ask
and
answer
some
questions
about
the
history
of
the
telephone
invention.
Then
call
two
students
to
retell
the
story.
Step
8
Summary（About
3
minutes）
Today
we
have
learned
a
passage
about
tea
and
known
something
about
the
invention
of
tea.
Ask
students
to
sum
up
the
important
phrases
and
the
key
sentence
they
learned.
Help
students
sum
up
the
structure
and
usage
of
the
passive
voice
the
past
tense.
Call
some
students
to
explain
how
to
change
the
active
voice
into
the
passive
voice.
Step
8
Homework（About
1
minutes）
Write
a
passage
about
the
invention
of
flying
disk
according
to
the
information
in
the
chart.
Who
college
students
What
metal
pie
plate,
flying
disk
When
1950
Where
bakery
Bridgeport,
Connecticut
Why
new
toy
How
students
eat
pie,
throw
pie
plates
Today
clubs,
magazines,
festival
Blackboard
Design：
Unit5
What
are
the
shirts
made
of?
Section
A
3a-4c
Phrases:
by
accident,
fall
into,
take
place,
without
doubt.
Key
structure:
Many
people
believe
that
…
This
book
describes
how
…
It’s
believed
that...
not…until…
Passive
voice
Subject
+was
/were
+
done
+others.
Subject
+
was
/were
+not
+
done
+others.
was
/were
+
Subject
+
done
+others?
Wh-words
+
was
/were
+
Subject
+
done
+others?
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
In
autumn,
only
a
few
leaves?r______
(剩余)?on
the
tree.
2.
The
girls
are
wearing
their?n______
(民族的)?dress.
3.
There
is
no?d______
(疑问)?but
that
he
will
win
the
game.
4.
Can
you?t______
(翻译)?what
he
said
into
English
??
5.
His?s______
(突然的)??death
made
everybody
sad.
Ⅱ.
选择填空。
1.
---Where
is
my
notebook?
---I
don’t
know.
It
isn’t
here.
Maybe
_
_
took
it
away
by
mistake．
A.
everybody
B.
nobody
C.
anybody
D.
somebody
2.
A
boy
the
water
when
they
were
boating
in
the
lake.
A.
put
into
B.
fell
into
C.
knocked
into
D.
turned
into
3.
The
room
is
full
of
the
sweet
of
the
flowers.
A.
color
B.
taste
C.
smell
D.
shape
4.
The
price
of
vegetables
are
getting
,
few
farmers
want
to
plant
them.
A.
lower
and
lower
B.
higher
and
higher
C.
cheaper
and
cheaper
D.
more
and
more
expensive
5.
The
class
was
over,
but
the
math
problem
unsolved.
A.
kept
B.
left
C.
remained
D.
reminded
Ⅲ.
用所给词的适当形式。
1.
I
have
a
pen
pal
_____
(call)
Mary
in
America.
2.
These
beautiful
photos_____(take)
on
Mount
Tai
last
year.
3.
The
tea
leaves
drooped
into
(boil)
water
and
soon
it
produced
a
nice
smell.
4.
He
was
reading
newspaper
when
(sudden)
the
lights
went
off.
5.
This
novel
(translate)
into
four
foreign
languages
after
it
came
out.
教学反思
本节课教学目标明确、教学思路清晰、重点突出，充分体现了新课标的理念。
首先以看图对话和小组活动复习被动语态，培养了学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力，开拓了学生的思维。同时通过师生示范和图片提示为学生练习搭建平台，能够使层次较低的同学在这个平台的帮助下与其他同学一起顺利完成任务。
形成性评价贯穿课堂始终，提高了学生学习的兴趣和竞争性。教师自始至终关注学生情感，设计有挑战性的话题，激发学生学习的热情；适时用激励性的语言赞赏学生，教师贴切的评价既保护了学生的自尊心，又使学生焕发出极大的学习热情，同时营造了一个宽松、民主、和谐的教学氛围。
采用了任务型教学法，从练习、阅读到语法归纳，各种任务活动都是围绕重要知识点设计，逐步深入。同时采用一些真实的任务活动，如让学生讨论中国茶文化，激发学生学习的兴趣和热情，寓思想教育于语言教育之中。
第二课时作业设计答案
Ⅰ.
1.remain
2.
national
3.
doubt
4.
translate
5.sudden
Ⅱ.1-5DBCAC
Ⅲ.
1.
called
2.
were
taken
3.
boiling
4.
suddenly
5.
was
translatedUnit6
When
was
it
invented?课时教案
The
Fourth
Period
(Section
B
2a---3b)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
the
history
of
inventions.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
Canadian,
divide,
basket,
popularity,
hero,
professional,
divide…into…,
stop…from
doing,
dram
of,
the
number
of…,
look
up
to,
encourage
sb.
to
do
sth.
(3)Target
Language:
It’s
believed
that
the
first
basketball
game
in
history
was
played
on
December
21,
1891.
Basketball
was
invented
by
a
Canadian
doctor
named
James
Naismith,
who
was
born
in
1861.
Dr.
Naismith
divided
the
men
in
his
class
into
two
teams
and
taught
them
to
play
his
new
game.
They
need
to
stop
the
competing
team
from
getting
the
ball
into
their
own
basket.
The
number
of
foreign
players,
including
Chinese
players,
in
the
NBA
has
increased.
(4)Structure:
Passive
voice
of
the
Past
tense
2.
Ability
Objects
⑴
Enable?the?students?to?understand
the
main
idea
of
the
passage
and
use
the
mind-map
to
remember
the
information
we
read
and
develop
students’
ability
of
reading
and
writing.
⑵
Be
able
to
understand
the
passage
and
talk
about
how
basketball
was
invented
using
the
passive
voice
of
the
past
tense.
3.
Moral
Objects
Enable?the?students?to
know
more
about
basketball
and
get
more
interested
in
this
game.
Know
the
importance
of
teamwork.
Teaching
Key
Points：
⑴
Help
the
students
learn
to
remember
information
by
using
mind-mapping.
⑵
Enable
the
students
to
learn
how
basketball
was
invented
and
train
their
ability
of
reading
and
writing.
Teaching
Difficult
Points：
Learn
how
to
use
the
mind-map
to
remember
the
information
and
talk
about
the
history
of
basketball
with
the
information
using
the
passive
voice
of
the
past
tense.
Enable
the
students
to
learn
how
basketball
was
invented
and
develop
students’
different
reading
skills.
Teaching
Methods：
The
Task-based
Language
Teaching
Method,
The
Cooperative
Learning
Method,?The
Gaming
Teaching
Method
Teaching
Aids：
The
pictures
about
basketball,
a
video
about
NBA
game,
PPT
Teaching
Procedures：
Step
1
Review
（About
4
minutes）
Show
the
mind
map
about
the
invention
of
tea,
call
two
students
to
retell
the
history
about
tea.
Step
2
Warming
up（About
3
minutes）
T:
Just
now
we
learned
about
one
of
the
most
important
Chinese
inventions,
tea.
It
has
a
great
influence
on
people’
lives.
Today,
we’ll
learn
an
important
invention
in
the
USA.
Let’s
watch
a
video
and
guess
the
invention.
Play
a
video
about
NBA
basketball
game
and
have
a
free
talk
with
students.
T:
You
must
guess
what
the
invention
is
about.
Yes,
basketball.
What
do
you
think
of
the
basketball
game?
Ss:
It’s
exciting.
T:
Yes,
it’s
an
exciting
and
active
sport.
It’s
popular
with
people.
Do
you
like
basketball?
Ss:
Yes.
T:
Do
you
watch
basketball
games?
How
much
do
you
know
about
this
sport?
Next,
let’s
discuss
the
sport
in
groups.
Step
3
Groupwork（About
4
minutes）
Present
the
following
questions
about
basketball,
have
students
discuss
the
sport
in
groups.
①Where
do
you
usually
play
basketball?
(On
the
playground
or
indoor.)
②How
many
teams
are
players
divided
into?
(They
are
divided
into
two
teams.)
③How
many
players
are
there
in
each
team?
(five.)
④How
many
minutes
are
there
in
the
game?
(Forty
minutes.)
Call
some
students
to
report
their
group’s
result
to
class.
T:
Great!
You
really
know
a
lot
about
basketball.
But
do
you
know
when
and
how
basketball
was
invented?
Next,
we’ll
read
a
passage
and
it
helps
us
to
learn
more
about
basketball.
Step
4
Pre-reading（About
3
minutes）
T:
Just
now,
we
use
a
mind
map
to
review
the
history
of
tea.
This
is
a
good
learning
strategy
and
it
can
help
us
to
remember
the
information
easier.
Please
read
the
learning
strategy
in
2b.
Have
students
read
the
learning
strategy
and
explain
it
to
them.
(We
can
change
the
information
we
read
into
a
mind
map
in
our
mind
while
reading.)
Step
5
While-reading（About
8
minutes）
Fast
reading
Have
students
read
the
passage
quickly
and
find
out
the
main
idea
of
each
paragraph.
Show
them
a
mind-map
and
ask
them
to
tick
the
items
not
mentioned
in
the
passage.
Then
call
three
students
to
say
the
main
idea
of
each
paragraph.
Careful
reading
Have
students
read
the
passage
carefully
and
find
out
the
key
phrases
and
sentences,
and
then
answer
the
questions.
①When
was
basketball
invented?
②Who
invented
basketball?
③How
was
basketball
played?
④Why
were
Berlin
Olympics
important
for
basketball
?
⑤Where
was
the
new
game
played?
⑥What
are
the
professional
groups
in
America
and
China?
Show
a
chart
about
numbers,
ask
students
to
listen
to
the
passage
and
fill
in
the
information
about
these
numbers.
Number
100
100million
200
1891
1936
1861
Information
Ask
students
to
find
out
the
sentences
about
the
passive
voice
and
some
difficulties.
Explain
the
important
or
difficult
points
to
the
class.
Have
students
read
the
mind
map
in
2c.
Then
ask
them
to
read
the
passage
to
complete
the
mind
map
individually.
Then
call
different
students
to
say
their
answers
and
check
answers
with
students.
Then
ask
students
to
discuss
the
mind
map
with
their
partners
and
add
something
to
the
mind
map.
Call
some
students
share
their
ideas
with
the
class.
Step
5
After-reading（About
5
minutes）
Have
students
ask
and
answer
the
questions
in
2d
with
their
partners
according
to
completed
mind
map
in
2c.
Then
say
something
about
the
development
of
basketball
to
their
partners.
Call
two
students
to
summarize
what
they
remember
about
the
development
of
basketball
according
to
the
mind
map
in
2c.
Have
students
look
through
the
questions
in
2c.
Then
ask
them
to
scan
the
passage
and
find
the
answers
to
the
questions.
Ask
different
students
to
answer
each
question
in
2c.
Check
the
answers
with
the
class.
Ask
the
students
to
read
the
passage
by
themselves.
Then
call
three
different
students
to
introduce
three
traditional
art
forms
“the
sky
lantern,
paper
cutting
and
the
clay
piece”
with
their
own
words.
Have
students
read
the
phrases
in
the
box
of
2d
and
say
their
meanings.
Then
ask
them
to
work
alone
to
complete
the
sentences
using
the
correct
forms
of
the
phrases.
Call
different
students
to
say
their
answers,
check
them
with
class.
Step
6
Groupwork（About
6
minutes）
T:
From
the
passage,
we
know
that
basketball
is
popular
around
the
world.
Many
young
people
dream
of
be
a
famous
basketball
player.
Do
you
dream
of
becoming
famous
basketball
players?
What
do
you
think
of
famous
basketball
player?
Please
say
your
idea
in
your
group.
Have
students
discuss
them
in
groups
and
list
the
good
and
difficult
things
about
being
a
famous
basket
player
they
think.
Then
make
a
mind-map
to
prepare
for
the
debate.
As
students
work,
move
around
the
room
offering
some
language
support.
Have
a
debate.
Divide
the
students
into
two
groups,
then
have
them
to
debate
whether
it’s
good
or
bad
to
be
a
famous
basketball
player.
Step
7
Pairwork（About
5
minutes）
T:
There
is
always
something
that
we
hate
doing.
For
example,
I
hate
doing
the
dishes.
What
about
you?
S1:
I
don’t
like
cleaning
the
blackboard.
It’s
too
dirty.
…
Ask
some
students
to
say
the
things
they
don’t
like
doing
to
the
class
and
list
them.
T:
We
have
so
many
things
we
don’t
like
to
do.
What
should
we
do
to
solve
the
problem?
Ss:
We
can
invent
something
to
help
us
to
do.
T:
Great!
Now
please
think
of
an
invention
that
could
help
you
to
do
the
thing.
Ask
students
to
look
at
the
sample
answer
in
3a
and
try
to
complete
the
chart
first.
Then
call
two
students
to
give
their
answers
to
the
blanks
of
use.
For
example,
it
is
used
for
writing
notes
instead
of
me
by
listening
to
me.
Have
students
work
in
pairs
to
discuss
the
things
they
hate
doing
and
the
inventions
that
could
help
them.
Then
get
the
students
to
complete
the
chart
with
the
details
of
their
own
inventions.
Call
different
students
to
share
their
inventions
and
uses
with
the
class.
Step
8
Writing（About
4
minutes）
Ask
students
to
read
the
sample
description
in
the
box
of
3b.
Then
have
each
student
write
a
passage
to
describe
his/her
new
invention
according
to
the
chart
in
3a.
Then
invite
some
students
to
try
to
sell
their
inventions
to
the
class.
Choose
the
best
invention
the
students
think.
Step
7
Summary（About
2
minutes）
Today
we
have
learned
something
more
about
basketball.
Are
you
familiar
with
it?
If
you
have
time,
I
hope
everybody
can
play
sports,
because
life
relies
on
sports.
Step10
Homework（About
1
minutes）
Surf
the
Internet
to
get
some
information
about
the
history
of
a
sport
you
like.
Make
a
mind
mapping
of
the
information
you
find
and
write
a
passage.
You’d
better
write
it
in
the
time
order
and
use
the
Passive
Voice
more.
Blackboard
Design：
Unit6
When
was
it
invented?
Section
B
2a-3b
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
The
teacher
d____
(分开)
us
into
three
parts
and
made
us
play
games
in
groups..
2.
She
brought
me
two
b_____(
篮子)
of
apples.
3.
A
reporter?is
interviewing
our
national?h
______(英雄).
4.
Her
mother
is
Chinese
and
her
father
is
C
(加拿大人).
5.
According
to
the
latest
survey,
Obama’?p______(受欢迎)is
rising
around
the
country.
Ⅱ.
选择填空。
1.
is
believed
that
he
can
speak
five
foreign
languages.
A.
That
B.
This
C.It
D.
He
2.
_______
the
teachers
in
their
school
is
about
200
and
one
fourth
of
them
are
______
teachers.
A.
A
number
of;
women
B.
A
number
of;
woman
C.
The
number
of;
women
D.
The
number
of;
woman
3.
We
should
try
to?stop?the
factories?_______?our
rivers.
A.
from?polluting
B.?polluted
C.
to
pollute
D.
to
polluting
4.
Now
many
teenagers
______
these
famous
film
star
and
want
to
become
like
them.
A.
look
up
B.
look
up
to
?
?
C.
look
forward
to
?
?
D.
look
onto
5.
Our
English
teacher
encourages
us
part
in
all
kinds
of
after-class
activities.
A.
to
take
B.
take
C.
taking
D.
to
taking
Ⅲ.
根据汉语意思，把下列句子补充完整。
1.
人们相信这个男孩看见了飞碟。
It
that
the
boy
saw
a
UFO.
2.
他决定把男孩们分为四个小组。
He
decided
to
the
boys
four
groups.
3.
许多年轻人都梦想成为歌星。
Many
young
people
singers.
4.
参加这个项目的学生有300多人。
of
students
who
take
part
in
the
program
over
300.
5.
如今，电脑的普及性在中国已经在快速上升。
Today,
the
of
computer
has
rapidly
in
China.
教学反思
本节课教学设计围绕阅读策略mind-mapping展开。从复习中tea的信息，引出mind
map及其作用，到话题的展开，到快速阅读对basketball文中没提及的内容做出判断选择，到精读时对有关basketball的细节内容的呈现，以及读后活动中，讨论“The
good
and
difficult
things
about
being
a
famous
basketball
player.”都引导学生运用mind
map。这也体现了新课程的基本教学理念：在做中学，在学中用。整节课以mind
map贯穿始终，教学思路清楚，对本单元的阅读策略mind
map进行了较好的诠释并演绎，同时也取得了较好的教学效果。
其次，课堂以活动任务为载体，学生自主学习和合作探究为主要形式进行教学。教学中精心设计各种任务活动，采取小组合作和竞争学习形式，充分发挥学生的学习主动性和竞争性。以有趣的活动，真实的情景其调动了学生的学习积极性，让他们主动参与课堂，从而轻松愉快地完成教学任务。
由于本节课内容较多，时间比较紧促，给学生自由发挥和表现的时间还不够。
第四课时作业设计答案
Ⅰ.
1.
divided
2.
baskets
3.
hero
4.Canadian
5.popularity
Ⅱ.
1-6
CCABA
Ⅲ.
1.
is
believed
2.
divide;
into
3.
dream
of
being
4.
The
number;
is
5.
popularity;
risenUnit6
When
was
it
invented?课时教案
The
Third
Period
(Section
B
1a---1e)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
the
history
of
inventions.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
crispy,
salty,
sour,
customer,
by
mistake,
in
the
end,
come
up
with
(3)Target
Language:
Potato
chips
were
invented
by
mistake.
The
customer
said
they
were
not
salty
enough.
Do
you
know
how
potato
chips
were
invented?
(4)Structure:
Passive
voice
of
the
Past
tense
2.
Ability
Objects
①
Enable
students
to
learn
how
potato
chips
were
invented
and
improve
students’
ability
of
listening
and
speaking.
②
Learn
and
master
the
structure
and
usage
of
the
passive
voice
of
the
Past
tense.
3.
Moral
Objects
The
inventions
have
changed
our
lives
a
lot
and
the
wisdom
can
create
wealth.
Enable
students
to
know
about
the
inventions
in
history
and
train
students’
innovative
spirit.
Teaching
Key
Points：
⑴
To
learn
to
talk
about
how
potato
chips
were
invented
by
using
the
passive
voice.
⑵
To
train
and
improve
students’
ability
of
listening
and
speaking.
Teaching
Difficult
Points：
Enable
students
to
talk
about
how
potato
chips
were
invented
by
using
the
passive
voice
of
the
past
tense.
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Cooperative
Learning
Method,?The
Communicative
Approach.
Teaching
Aids：
The
pictures
about
food,
some
real
food,
PPT
Teaching
Procedures：
Step
1
Review（About
4
minutes）
Greet
the
class
as
usual.
Have
a
student
report
the
structure
of
the
passive
voice
of
the
Past
tense,
and
then
ask
them
to
change
the
sentences
in
Self
Check
2
into
passive
voice.
Call
different
students
to
say
their
answers
and
check
them
in
class.
Step
2
Warm-up（About
5
minutes）
T:
Boys
and
girls,
I
know
you
must
have
talked
about
some
inventions
in
Section
A.
Next,
let’s
have
a
brainstorm
competition
between
boys
and
girls.
You
need
to
say
as
many
English
words
of
inventions
as
possible.
Think
it
over,
then
stand
up
and
say!
While
the
students
are
having
a
brainstorm
competition,
give
them
some
encouragement
and
praise.
And
say
congratulations
to
the
winners!
Show
a
picture
of
computer
and
have
a
free
talk
with
a
student.
T:
Look!
What’s
this?
S1:
It’s
a
telephone.
T:
When
was
it
invented?
S1:
It
was
invented
in
1876.
T:
Who
was
it
invented
by?
S1:
It
was
invented
by
Bell.
Then
show
some
pictures
of
the
inventions,
have
students
ask
and
answer
in
pairs
to
talk
about
some
inventions
in
front
of
the
class.
Step
3
Presentation（About
5
minutes）
T:
Today
I
bring
some
delicious
snacks
and
fruit
here.
Who
would
like
to
have
a
try?
And
you
need
to
describe
how
they
taste
after
tasting
them.
Call
some
students
to
taste
them
and
ask.
T:
How
does
it
taste?
Ss:
It’s
sweet/hot/
crispy/
sour/salty/bitter.
T:
Yes,
It’s
sweet/hot/
crispy/
sour/salty/bitter.
Great,
thank
you.
(Teach
the
new
words:
crispy,
sour,
salty,
bitter)
Have
students
talk
about
the
food
with
their
partners
like
this.
A:
How
does
the
lemon
taste?
B:
It’s
sour.
A:
Do
you
like
it?
B:
No,
I
don’t.
Show
the
pictures
in
1a,
ask
some
pairs
to
talk
about
them.
Make
sure
they
can
describe
how
the
food
tastes
with
right
adjectives.
Step
4
Practice（About
4
minutes）
Have
students
read
the
instructions
in
1a
and
finish
it
individually.
Remind
them
that
some
pictures
may
have
more
than
one
word.
Call
different
students
to
say
their
answers
and
check
them
with
students.
Then
ask
them
to
think
of
more
food
after
each
adjective
and
write
them
down
in
1b.
Call
some
students
to
say
the
food
they
write
and
discuss
in
class.
Step
5
Listen
and
circle（About
6
minutes）
Lead
in:
T:
(Show
the
students
some
potato
chips)
Look!
I
have
another
delicious
food.
What
are
they?
Ss:
They
are
potato
chips.
T:
Yes,
Taste
one
slice,
please.
Pass
them
one
by
one.
(Ask
a
student)
How
does
it
taste?
S2:
It’s
crispy,
salty
and
a
little
hot.
T:
Yes.
What
shape
are
they?
S2:
They
are
thin
slices.
T:
Why
are
they
salty?
S2:
The
cook
put
a
lot
of
salt
on
them.
T:
Clever
boy!
Now
guess
how
to
make
potato
chips,
please.
Have
students
discuss
in
groups
and
report
the
steps
of
making
potato
chips
they
guess.
Then
say
to
them.
T:
In
the
past,
potato
chips
weren’t
like
these.
Do
you
know
how
potato
chips
were
invented
and
who
were
they
invented
by?
Let’s
listen
to
a
story
about
the
history
of
potato
chips
and
choose
the
right
answers
in
the
chart.
Present
a
chart
and
have
them
listen
and
choose
the
right
answers.
Who
Job
Where
When
How
Julie
Thompson
a
cook
a
shop
in
1853
by
accident
George
Crum
a
worker
a
restaurant
in
1863
by
mistake
Call
the
students’
attention
to
the
statements
in
1c
and
tell
them
that
they’ll
listen
again
and
circle
“T”
for
true
or
“F”
for
false.
Play
the
recording
again
and
ask
students
to
circle
the
correct
answers.
Check
answers
with
students.
Step
6
Listen
and
complete（About
4
minutes）
T:
Now
we
all
know
that
the
potato
chips
were
invented
by
mistake.
Let’s
listen
again,
complete
the
sentences
about
the
history
of
potato
chips.
Have
students
look
through
the
passage
in
the
box
of
1d
and
guess
the
missing
parts.
Then
play
the
recording
the
third
time
and
ask
the
students
to
complete
the
sentences.
Play
the
recording
for
the
fourth
time
and
ask
them
check
the
answers
by
themselves.
Then
call
a
student
to
read
the
complete
sentences,
the
rest
of
the
class
check
their
answers.
Say
congratulations
to
the
students
who
had
a
good
guess
before
listening.
Step
7
Retell
the
story（About
4
minutes）
Have
students
retell
how
potato
chips
were
invented
to
their
partners.
Then
call
two
students
to
retell
the
story
in
class.
Step
8
Pairwork（About
5
minutes）
Present
the
following
questions
and
ask
students
to
answer
them.
Who
were
the
potato
chips
invented
by?
When
and
where
were
the
potato
chips
invented?
How
were
they
invented?
How
do
they
taste?
Have
students
look
through
the
uncompleted
conversation
in
1e.
Then
ask
students
to
complete
the
conversations
in
pairs
by
using
the
information
in
1c-1d.
While
they
are
working
in
pairs,
move
around
and
offer
language
and
pronunciation
support
if
they
need.
Check
the
answers
by
calling
on
different
pairs
to
role-play
their
conversations
to
the
class.
Step
9
Summary（About
3
minutes）
In
this
class,
we’ve
mainly
known
about
the
history
of
potato
chips
by
listening
and
speaking.
Even
though
we
all
know
that
the
potato
chips
were
invented
by
mistake,
it
changed
our
lives.
All
kinds
of
inventions
made
our
world
more
beautiful,
the
inventors’
wisdom
made
us
live
better.
And
we
should
do
as
the
inventors
did,
never
stop
asking
why
and
how.
Step
10
Practice（About
4
minutes）
Have
the
students
look
through
the
passage
about
inventors
and
inventions
in
Self
Check
1.
Then
let
them
choose
suitable
word
for
each
sentence.
Then
use
the
correct
form
of
the
word
to
complete
the
sentence.
Move
around
the
classroom
and
give
them
some
explanations
if
they
have
any
difficulties.
Call
different
students
to
say
their
answers
and
check
them
with
students.
Step
11
Homework（About
1
minutes）
Ask
students
to
find
out
information
about
an
invention
they
would
like
to
know
more
about/
Then
read
the
instruction
in
Self
Check
3,
write
some
sentences
about
the
invention.
Blackboard
Design：
Unit6
What
are
the
shirts
made
of?
Section
B
1a-1e
sweet,
crispy,
sour,
salty
The
history
of
potato
chips
A:
Did
you
know
potato
chips
were
invented
by
mistake?
How
by
mistake
B:
Wow,
I
didn’t
know
that.
Who
invented
them?
Who
a
cook
A:
They
were
invented
by
a
cook
called
George
Crum.
Where
a
restaurant
When
In
1853
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
She
doesn’t
like
the
lemon.
It
tastes
too
s_______(酸的).
2.
The
boy
likes
eating
c
(酥脆的)biscuit
every
day.
3.
The
chicken
is
not
s
(咸的)enough,
please
add
some
salt
in
it.
4.
This
shop
offers
good
services
to
every?c_______
(顾客).
5.
My
mother
bought
some
p_______
(土豆)
in
the
supermarket.
Ⅱ.单项选择。
1.
Mr.
White
took
the
train
,
he
didn’t
even
know
it
until
half
an
hour
later.
A.
by
accident
B.
by
chance
C.
by
mistake
D.
by
hand
2.
The
boy
tried
several
time
to
climb
the
tree,
and
he
succeeded
.
A.
in
the
past
B.
in
the
end
C.
in
a
way
D.
in
no
time
3.
---How
do
you
like
the
soup?
---It
tastes
too______.
I
think
you
put
too
much
salt
in
it.
A.
sweet
B.
sour
C.
salty
D.
crispy
4.
---Where
is
my
pen?
---Oh,
sorry.
I
have
taken
by
mistake.
A.
yours
B.
your
C.
his
D.
mine
5.
The
chef
cooked
the
potato
slices
for
a
long
time
they
became
crispy.
A.
when
B.
after
C.
until
D.
if
Ⅰ.
用所给词的适当形式。
1.
Potato
chips
(invent)
by
a
cook
called
George
Crum.
2.
The
meat
is
so
_____(salt)
that
nobody
likes
eating
it.
3.
Jack
is
the
(thin)
boy
in
his
class.
4.
The
customer
said
his
potatoes
(cut)
too
thick.
5.
It’s
difficult
for
us
(tell)
who
came
up
with
the
idea
first
about
the
invention.
教学反思
倡导体验参与，培养自主学习能力。在课堂教学中，通过学生自主学习或与同伴合作学习来完成老师布置的每一个任务。在完成任务的同时不断获得完成此任务所必须的知识、能力、技能等。教学中利用实物和图片教学生词，取得了很好效果。通过品尝食物，给学生创造了亲身体验的机会，也把词汇教学立体化，让学生更容易掌握所学形容词；同时也最大限度地调动学生学习的兴趣和热情，很好地激活了课堂气氛。
听力教学注意对学生听力策略的培养。本节课复习和热身活动内容，紧紧围绕听力内容进行设计。虽然是说的训练，但注意为听力做内容和方法上的铺垫，力争做到“以说促听”。听力活动中，设计了“二选一”、判断以及篇章填空等题型，一开始降低了听力难度，接着逐渐增加难度，帮助学生逐步理解听力内容，最后让学生对整个听力材料进行整体拼接，进行书面练习并尝试口头复述听力内容，再反过来“用听促说”，给学生创造展示的机会。
第三课时作业答案
Ⅰ.
1.
sour
2.
crispy
3.
salty
4.
customer
5.
potatoes
Ⅱ.
1-5CBCAC
Ⅲ.
1.
were
invented
2.
salty
3.
thinnest
4.
were
cut
5.
to
tellUnit6
When
was
it
invented?
教案
单元教材分析
本单元以“发明(Inventions)”为核心话题，围绕本单元语言交际功能项目“谈论发明的历史”（Talk
about
the
history
of
inventions），逐步展开各项听、说、读、写活动，使学生了解历史上的发明对人类生活的影响，从而激发学生进行发明创造的欲望，拓展学生的思路。教学首先谈论一些日常生活中重要发明出现的时间，以及一些生活用品的发明对人们生活的作用，引出本单元话题，同时呈现了本单元新的目标学习语言：was
/were
invented,
it’s
used
for…；然后通过学习茶叶发明的故事，进一步激发学生学习兴趣。最后通过学习篮球发明的故事使教学层层深入，逐步引导学生在故事中学习并运用目标语言。要求学生通过学习，能够用被动语态的句子表述某项发明对人类的影响，讲述一种事物的发明史和发展历程。
本单元教学内容与学生的实际生活密切相关，谈论的话题很容易激发学生学习兴趣。学生在了解人们发明创造的历史同时，又学到了丰富的语言知识，很容易掌握“was
/were
invented,
it’s
used
for…”结构，掌握过去时被动语态的用法，并能运用被动语态和“was
/were
invented,
it’s
used
for…”结构讲述一种事物的发明史和发展历程，谈论某项发明对人类的重大影响。通过本单元学习，进一步激发学生对科技发明的兴趣，教育学生努力学习科学知识，积极参加发明创造，为社会进步做出自己的贡献。
Section
A：是基本认知部分。主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。教材利用图片去谈论人们身边的各种发明，了解发明的历史，导入本单元语言功能项目“谈论发明的历史”（Talk
about
the
history
of
inventions）和语法项目“过去时的被动语态”，然后通过听力和口语训练逐步落实这些语言功能项目。
活动1a复习和学习用来谈论发明的重要词汇，引出was/were
invented句型。让学生小组讨论几种发明的时间，运用I
think
…was/were
invented
after/before…谈论几项发明的先后，用1-4把它们的顺序标出来。通过描述图片上物品，学习新的语言功能项目，掌握was/were
invented句型。
活动1b提供理解目标语言在对话中运用的听力训练。听力内容是谈论几项发明的时间。首先让学生猜测各项发明的时间，然后用was/were
invented句型描述出来。然后放第一遍录音，学生仔细听，体会was/were
invented句型；放第二遍录音时，学生根据听到的内容把时间和图片配对。
活动1c提供运用目标语言的示范性口语对话。重点练习使用when疑问句和was/were
invented
in结构谈论各项发明的时间。
首先，让两个学生起来朗读1c中的对话，体会怎样谈论各项发明的时间；然后让学生使用1b的信息，进行对话练习，反复操练when疑问句和was/were
invented
in结构。最后借助图片，让学生仿照例子运用was/were
invented
in句型进行真实的交际。最后找两三对学生展示他们的对话。
活动2a提供的是使用目标语言进行的听力练习，并学习有关发明的新词汇。要求学生看图学习一些关于发明的新词语，弄清对话谈论的是哪些发明；然后听对话，让学生根据对话的内容把几项发明按1-3顺序排列。
活动2b提供理解目标语言在对话中运用的听力练习。让学生先阅读2b中的表格，弄清听力的要求。然后要求学生再听录音，根据对话补全各项发明的用途。听录音时要求学生抓住的关键词汇和be
used
for句型，进一步体会过去时被动语态的用法。
活动2c提供的是使用目标语言进行的示范性口语练习。让学生阅读2c中不完整的对话，弄清训练要求，指导学生根据2b中的信息编写对话谈论几项发明的用途。然后找几对学生进行表演他们编写的对话，检查学生对目标语言的掌握情况。
2d是针对单元重点话题“发明(Inventions)”提供的使用目标语言进行的角色练习，帮助学生对所学语言功能项目进行练习巩固。通过谈论“拉链的发明”，学习运用过去时的被动语态。
3a提供的是使用目标语言的阅读理解练习。先让学生阅读每段的主要意思，然后让学生快速阅读短文，把段落和主要意思配对；再读短文，了解茶是注意发明的，体会目标语言和过去时被动语态的用法。
3b提供的是读、说和写的练习。要求学生阅读短文，进一步理解短文，回答提出的问题。
3c提供的是读和写的练习。这是对短文内容的深入理解。要求学生根据短文内容，了解句子含义，选择合适的词，并用其正确形式完成句子。
Grammar
focus对过去时的被动语态进行总结，了解怎样把一般过去时的句子变为被动语态，掌握过去时被动语态的基本结构和用法，并在日常交际中正确运用。
4a是针对过去时被动语态语法结构的写的练习。熟悉示例句子后，让学生把所给的
过去时主动语态的句子变成被动语态，帮助学生进一步练习过去时被动语态的关键结构和用法。
4b提供针对被动语态的关键结构的写的练习。要求学生理解句意，选择合适的词，并用其正确被动语态形式完成句子，帮助学生进一步练习目标语言，巩固过去式被动语态的语法结构。
4c提供的是运用目标语言进行读和写的练习。要求学生读懂短文，理解其大意，弄清每个句子的语态，然后再用其正确形式填空。帮助学生区别主动语态和被动语态，巩固被动语态的结构和用法。
Section
B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点谈论一些发明的历史和发明过程，巩固练习语言功能项目。
活动1a介绍新词汇和复习旧词汇，练习使用学习的词汇描述图片上的食品尝起来怎么样。先让学生学习方框里的词语，然后用它们去描述图片中食品的味道。学生独立完成后找几个同学说出并解释自己的答案。
活动1b针对使用新词汇和复习旧词汇的练习。要求学生给每一个形容词配上合适的食品，进一步巩固表示味道的形容词和表示食品的名词
1c提供的是在对话中理解和运用目标语言的听力练习。首先让一个学生阅读1c中的六个句子，理解句意；然后听有关Potato
chips的发明的对话，了解其发明的历史，根据对话内容判断正（T）误（F）。
1d提供的是针对目标语言在对话中运用的听和写练习。首先让学生阅读1d中的不完整的短文，猜测可能要填的词；然后要求学生再听录音，根据听到的信息把短文补充完整，进一步巩固目标语言和被动语态的结构。
活动1e是运用目标语言进行的口语练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。要求学生根据1e提供的示例，使用1c和1d的信息结对编写对话，谈论Potato
chips的发明历史，帮助他们进一步理解和使用目标语言和语法结构。找几组同学角色表演他们自己编写的对话。抽查学生练习的情况。
活动2a针对“发明”这一话题和语言功能项目的进行说和写的练习。要求学生和同伴谈论篮球这项运动，引出篮球发明的历史，为下面阅读部分做好铺垫。
活动2b是针对语言功能项目的阅读理解练习。要求学生在老师帮助下阅读短文，学会编制和使用思维导图去理解短文内容，了解每一段的主要意思，体会被动语态在短文中的运用。
活动2c提供的是阅读和写的练习。先让学生阅读2c中的思维导图，然后让学生再次阅读短文，完成思维导图的所有内容，并帮助学生进一步完善思维导图。
活动2d提供的是针对阅读内容进行说和写的练习。要求学生阅读短文，回答所给的问题，然后指导学生使用思维导图和这些问题总结篮球的发展历史。找两个学生根据思维导图和问题的提示讲述篮球的发展情况。
活动2e是针对“篮球”这一话题进行说和写的训练。这是阅读活动的延伸，帮助学生训练口语表达能力。要求学生小组讨论，说说他们对著名篮球运动员的看法，列出成为著名篮球运动员有哪些有利的事情和困难的事情。
活动3a是针对功能语言项目的说和写的训练。先让学生阅读方框里的信息，再说出自己不喜欢做什么，然后考虑用一种新发明来帮助自己去做这些事，并记录下这个发明的有关情况。找几个同学汇报他们记录的情况。
活动3b是运用目标语言围绕功能语言项目进行写和说的练习。让学生根据3a的记录，把自己的新发明运用目标语言描述出来，运用学习的关键结构向别人介绍自己的发明情况。然后找几个同学在班里推销自己的发明。
Self-check：针对单元话题和语言功能项目进行词汇、语法和写作练习。
1要求学生阅读一篇关于如何判断发明家的短文。选择合适的词并用其正确形式填空，巩固被动语态的用法。
2是针对单元语言功能项目和被动语态语法结构的写的练习。让学生把所给的过去时的句子变成被动语态，帮助学生进一步巩固过去时被动语态的关键结构。
3针对单元语言功能项目和关键结构的写的练习。要求学生根据提示，了解一个自己感兴趣的发明，并用被动语态描述出它的发明时间，发明人和用途。巩固练习被动语态的关键结构。
单元语言知识
词汇
Section
A：单词：heel,
scoop,
electricity,
style,
project,
pleasure,
zipper,
daily,
website,
pioneer,
list,
mention,
nearly,
ruler,
boil,
remain,
smell,
national,
doubt,
fridge,
low,
somebody,
translate,
lock,
earthquake,
sudden,
biscuit,
cookie,
instrument
短语：be
used
for被用来做……；have
a
point有道理；by
accident偶然，意外地；fall
into掉入，落入；take
place发生，出现；without
doubt毫无疑问；drop
into掉入；translate…into…把……翻译成……；all
of
a
sudden突然，猛地；less
than不到，少于
Section
B：单词：crispy,
salty,
sour,
customer,
Canadian,
divide,
basket,
popularity,
hero,
professional
短语：by
mistake错误地；in
the
end最后，终于；divide…into…把……分成……；stop…from
doing阻止……做……；dram
of梦想；the
number
of………的数量；look
up
to钦佩，尊敬，仰慕；encourage
sb.
to
do
sth.鼓励某人做某事
Self
Check：come
up
with想出
语法
Passive
voice（past
tense）
I
think
TV
was
invented
before
the
car.
When
was
the
telephone
invented?
The
pioneers
of
different
inventions
were
listed
there.
But
at
that
time
it
wasn’t
used
widely.
功能用语和话题
功能用语：“谈论发明的历史”（Talk
about
the
history
of
inventions）
话题：“发明(Inventions)”
When
was
the
zipper
invented?
It
was
invented
in
1893.
Who
was
invented
by?
It
was
invented
by
Whitcomb
Judson.
What
is
the
hot
ice-cream
scoop
used
for?
It’s
used
for
serving
really
cold
ice-cream.
单元教学设想
本单元以“发明(Inventions)”为核心话题，围绕本单元语言交际功能项目“谈论发明的历史”（Talk
about
the
history
of
inventions），逐步展开各项听、说、读、写活动，介绍各种发明的历史和用途。教学从谈论生活中一些发明的发明时间入手，引出本单元话题，同时呈现了本单元新的目标学习语言：was
/were
invented,
it’s
used
for…；然后通过谈论对我们生活有着很大影响的各种发明练习新目标语言，再通过阅读茶的发明和篮球的发明历史，进一步激发学生学习兴趣，逐步引导学生在阅读时学习运用目标语言，掌握过去时被动语态的用法。
本单元教学内容与学生的实际生活密切相关，谈论的话题很容易激发学生学习兴趣。教师可以根采用多种方法设置各项任务活动，利用学生熟悉、感兴趣的情境引导他们进行探究学习。以多种训练方式帮助学生在情景中学习新词汇，练习日常交际用语，反复操练目标语言，掌握过去时被动语态的用法，完成目标语言的输入。学生在感受、观察、阅读等基础上了解各种发明的历史和用途，以及它们对人们生活的影响，掌握was
/were
invented,
it’s
used
for…结构和被动语态的用法，并能在实际生活之中使用这些结构向别人介绍一些有用的发明。通过本单元学习，进一步激发学生对科技发明的兴趣，鼓励他们积极参加发明创造。
思路一：本单元的功能与话题部分内容，与学生实际生活紧密联系，围绕“谈论发明的历史”这个语言功能项目，以中国古代四大发明引出过去时被动语态结构，出示与我们生活中常见的发明的图片引导学生学习谈论这些发明的发明者、发明时间和用途。采用合作探究学习的方式，通过结对练习、小组讨论、采访辩论等形式进行大量的口语交际活动。通过学生间的合作练习，以及巧妙设计的各项听说方面的任务活动，要求学生能在创设的情境中反复操练“was
/were
invented,
it’s
used
for…”结构。然后再进一步延伸到谈论茶、薯片和篮球的发明情况，让学生在合作学习的过程中体会被动语态的用法，学会运用过去时被动语态向别人介绍自己喜欢的发明。
思路二：对本单元的语法教学，采用任务教学法和情景教学法，采用合作探究学习的方式，以结对练习、小组讨论等形式进行口语交际活动和大量的听力训练，学习“was
/were
invented”结构；设置各种贴近学生生活，具有趣味性的情景，组织学生对语法结构进行操练，进一步巩固过去时被动语态的用法。通过观察图片、听说训练、阅读理解以及书面模仿操练等，学会运用被动语态介绍一些发明的历史和用途，让学生在听说的基础上，熟练掌握过去时被动语态结构。
思路三：在进行阅读教学时，要求学生提前预习，自己学习生词和短语的含义，了解短文中使用被动语态的句子。运用思维导图展示短文的细节内容，帮助理解阅读材料的主要意义，更容易地记住短文内容。运用listen、guess、skim、scan等各种阅读技巧理解短文内容，了解茶的发明和篮球的历史，以及这些发明对人们生活产生的影响，体会作者的观点，激发学生对科技发明的兴趣，鼓励他们努力学习，积极实现自己的梦想。阅读时注意介绍发明的顺序和被动语态句式运用，为书面表达打好基础。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1
(Section
A:
1a-2d)
Period2
(Section
A:3a-4c)
Period3
(Section
B:1a-1e,
self
check)
Period4
(Section
B2a-3b)
单元知识详解
1.
I
think
TV
was
invented
before
the
car.
我认为电视是在汽车之前发明的。(P41)
【用法】本句是含有宾语从句的复合句，其宾语从句是一般过去时的被动语态。其结构是：主语+
was/were+过去分词+其它。如：This
house
was
built
last
year.
这座房子是去年建的。句中invent是及物动词，意为“发明”，接名词或代词作宾语，指发明原来不存在的东西。如：Edison
invented
the
light
bulb.爱迪生发明了灯泡。
【拓展】①invent的名词形式有两种：invention意为“发明”；inventor意为“发明家”。如：There
are
many
new
inventions
on
show
in
the
hall.大厅里有许多新发明在展出。I
think
Edison
was
the
greatest
inventor.我认为爱迪生是最伟大的发明家。
②动词invent和discover的区别：invent意为“发明”，指发明以前没有的东西；discover意为“发现”，指发现或偶然发现原来就存在但一直未被认识的东西。如：He?discovered?two
mistakes
in
my
homework.他在我的作业里发现两个错误。
2.
Think
about
how
often
it’s
used
in
our
daily
lives.
想想她在我们日常生活中被使用的多么频繁吧。(P42)
【用法】这里daily是形容词，意为“每日的；日常的”，在句中只能用作定语，没有比较级和最高级形式。如：He
does
daily
exercises
to
help
control
his
weight.他为控制体重而每天坚持锻炼。常用短语：daily
life日常生活。
【拓展】①daily也可用作名词，意为“日报”。如：The
Times
is
Britain's
oldest
national
daily.
《泰晤士报》是英国最老的全国性报纸。②daily还可用作副词，意为“每日；天天”。如：
The
museum
is
open?daily?8.30
a.m.
–
4.30
p.m.
博物馆每日上午
8:30
至下午
4:30
开放。
3.
Well,
you
do
seem
to
have
a
point.
嗯，你似乎说得有道理。（P42）
【用法】这里have
a
point是个短语，意为“有道理”，后面常跟about，表示“就某事说的有道理”。如：Your
teacher
has
a
point
about
why
you
failed对你失败的原因，你老师说得很在理。point这里是名词，意为“观点；要点；看法”。如：He
missed
the
whole?point?of
my
speech.他完全没抓住我演讲的重点。
【拓展】①point作名词时常用短语：in
point
of意为“关于；就……而言”。In
point
of
cost,
the
first
plan
is
better.就成本而言,第一个计划较好。make
a
point
of
sth意为“特别重视某一事项”。如：The
Chinese
make
a
point
of
their
personal
honor.中国人特别重视个人面子。②point可用作不及物动词，意为“指；指向”，常与介词to、at、towards等连用，表示“指向某位置或方向”。point
at表示指向离说话人较近的事物，意为“指着”，at是介词，着重于指的对象。point
to多用来表示指向离说话人较远的事物，意为“指向”，to也是介词，着重于指的方向。point
out表示的是给某人指示方向，要点或错误等，意为“指出”，out是副词。如：Don’t
point
at
the
words
while
you
are
reading.
读书时不要用手指着字。The
teacher
points
to
one
of
the
pictures.
老师指着其中的一幅图片。The
teacher
pointed
out
many
mistakes
in
my
homework.老师指出我作业里的许多错误。
4.
The
pioneers
of
different
inventions
were
listed
there.不同发明的先驱都被列在那儿。(P42)
【用法】句中list是及物动词，意为“列出；列表；列清单”，接名词或代词作宾语。如：He?listed?all
the
things
he
had
to
do.他列出了自己所有必须要做的事。常用短语：list
in列在……上；在……上登记。如：Please
list
your
name
in
the
form.请在这个表上登记你的名字。
【拓展】list用作可数名词，意为“一览表；目录；名单；清单”。常用于a
list
of短语中。如：They
made
up
a
shopping?list.他们制订了一份购物单。
5.
For
example,
it
mentioned
that
the
zipper
was
invented
by
Whitcomb
Judson
in
1893.例如，它里面提到拉链是1893年被惠特科姆·贾德森发明的。（P42）
【用法】mention
是及物动词，意为“提到；说到”，常接名词、代词或动名词作宾语，还可接that或疑问词引导的宾语从句。如：Don't?mention?this
problem
this
evening.今晚别提这个问题。Whenever
I
mention
playing
football,
he
says
he’s
too
busy.无论什么时候我提到踢足球，它总是说他太忙了。He
never
even?mentioned?that
he
had
been
to
the
USA.他从来没有提起过他去过美国。
【拓展】①“mention
sb./sth.
to
sb.”和“mention
to
sb
that
/wh-clause”结构都可表示“对……提起……”。如：He
never
mentioned
his
family
to
me.
他从未向我提起过他的家人。②Don’t
mention
it.在口语中常用于对感谢或道歉等的回答，意为“不用客气；这算不了什么”。③mention也可用作名词，意为“提及；说起”，是单数名词，可与不定冠词连用，常与介词of连用。如：He
made
no
mention
of
your
request.他没有提到你的要求。
6.
Do
you
know
that
tea,
the
most
popular
drink
in
the
world
(
after
water)
,
was
invented
by
accident.你知道茶这种世界上最受欢迎的饮料（仅次于水）是偶然被发明的吗？（P43）
【用法】by
accident是介词短语，意为“偶然地；意外地”，表示事情的发生在意料之外，不以人的意志为转移。by
accident相当于by
chance。如：Columbus
discovered
America
by
accident.
哥伦布偶然发现了美洲大陆。I
heard
their
talking
by
chance/by
accident.
我偶然听到他们的谈话。
【拓展】①accident是名词，意为“事故；意外”。如：About
ten
people
were
killed
in
the
car
accident.在这次车祸中大约有10个人丧生。常用短语：have
an
accident出事故。
②其它accident短语：by
accident
of
意为“因为……的机会；由于……的运气”。如：By
accident
of
birth,
he
was
rich.
他有幸生在富裕家庭。without
accident意为“平安无事地”。如：The
ship
arrived
there
without
accident.
船平安到达那儿。
7.
Some
leaves
from
a
tea
plant
fell
into
the
water
and
remained
there
for
some
time.一棵茶树上的几片叶子落到水里，并在水里泡了一段时间。（P43）
【用法】⑴fall
into是动词短语，意为“掉入；落入”，这里fall是不及物动词，意为“落下”。如：Look
out,
don’t
fall
into
the
hole.
小心，别掉进那个洞里。fall
into还可表示“陷入（某种情绪或状态）”。如：They
fell
into
a
lively
discussion
of
the
question.
他们热烈地讨论起这个问题。⑵这里remain是不及物动词，意为“留下；停留”，表示在一段时间内持续地处于某位置或某状态。如：He
seldom
remains
in
his
office．他很少呆在办公室里。
【拓展】⑴fall其他用法：①作动词，意为“跌倒；倒下”。如：Jack
fell
in
the
snow.
杰克摔倒在雪地里。②作动词，表示气温或价格的“下降”。如：The
price
of
gold
continued
to?fall
last
year.
去年黄金价格持续下跌。③用作系动词，意为“变得”，后面跟形容词asleep、ill等作表语。如：Tom
suddenly
fell
ill
yesterday.
汤姆昨天突然病了。④其它fall短语：?fall
off
下降，跌落；fall
behind落后，跟不上；fall
from从……上掉下来；fall
down跌倒，失败；fall
over被……绊倒。?⑵remain其他用法：①remain作不及物动词，意为“剩下；余下；遗留”。如：Only
a
few
leaves
remained
(=were
still)
on
the
tree.?树上只剩下几片叶子了。②?用作系动词，意为“一直保持；仍然（处于某种状态）；继续存在；依然”，后面可接名词、代词、形容词、介词短语、现在分词或过去分词等作表语，指某人或某事物仍保持某种状态。如：That
old
man
remained
full
of
energy那位老人还是那么精力充沛。He
remained
silent
all
the
time.
他一直保持沉默。He
had
to
remain
in
hospital
until
he
was
better.
他不得不一直住院直到身体好些。The
guests
came
in,
but
she
remained
sitting
at
the
desk
reading.客人们都来了，但她还坐在写字台旁读书。③remain作名词时，表示“剩余物”，一般用其复数形式。如：The
remains
of
the
meal
has
been
taken
away．剩饭菜都被拿走了。④remaining是形容词，意为“剩下的；余下的”，常放在名词之前作前置定语。如：The
remaining
food
is
now
in
the
fridge.剩下的食品现在放在冰箱里了。
8.
It
produced
a
nice
smell
so
he
tasted
the
brown
water.
它产生了一股好闻的气味，因此他尝了那棕色的水。（P43）
【用法】句中smell是不可数名词，意为“气味”。如：The
smell
of
food
filled
the
room.食物的香味充满了整个房间。
【拓展】①smell作名词，还可意为“嗅觉”。如：The
dogs
can
find
drugs
by?smell.这些狗能嗅出毒品来。②smell用作系动词，意为“闻起来；发出……气味”，后面跟形容词作表语。如：The
flowers
smell
very
sweet.这些花闻起来很香。③smell用作及物动词，意为“闻到；嗅到；察觉出”。如：He
smelled
a
strange?smell.
他闻到一股怪味。The
old
man
smelled
trouble.
那个老人察觉到会有麻烦。
9.
The
tea
trade
from
China
to
Western
countries
took
place
in
the
19th
century.中国和西方国家的茶叶贸易出现在19世纪。（P43）
【用法】take
place是动词短语，意为“发生；出现”。Great
changes
have
taken
place
in
our
hometown
during
the
past
five
years.过去五年里，我的家乡发生了很大变化。
【拓展】①take
place还可表示“举行某种活动”。如：The
meeting
will
take
place
soon.?会议即将举行。?②take
place和happen辨析：二者都可表示“发生”。happen指事情是“偶然”发生的，是没有预料到的。主语是“事”时，意为“偶然发生”；主语是“人”时，意为“碰巧”。take
place指事情是事先安排或计划好而后发生的，不是“偶然”的。如：When
did
the
earthquake
happen?
地震是什么时候发生的？The
wedding
will
take
place
on
Sunday.婚礼将在星期天举行。
10.
Even
though
many
people
now
know
about
tea
culture,
the
Chinese
are
without
doubt
the
ones
who
best
understand
the
mature
of
tea.
尽管现在许多人知道茶文化，但是中国人毫无疑问最理解茶的特性。（P38）
【用法】without
doubt是固定短语，意为“毫无疑问”，在句中作状语。如：She
is,
without
doubt,
the
greatest
tennis
player
in
China.
毫无疑问的她是中国最好的网球运动员。这里doubt是名词，意为“疑惑；疑问”。与介词about、of、on连用表示“对……怀疑”。如：I
have
no
doubt
of
his
ability.
对于他的能力我毫不怀疑。常用短语：in
doubt怀疑；拿不定主意。We
are
in
doubt
(about)
what
to
do
next.
我们不知道下一步要做什么。no
doubt无疑地；必定。You
have
no
doubt
heard
the
news.
你肯定已经听到了这个消息。make
no
doubt
of
对……毫不怀疑。She
made
no
doubt
of
what
he
had
said.
她对他所说的话毫不怀疑。
【拓展】①doubt作名词时，后面可接同位语从句。doubt用在否定句中，后面接that引导的同位语从句；doubt用在肯定句中，后面接whether引导的同位语从句。如：I
have
no
doubt
that
he
will
succeed.
我相信他会成功的。There
is
some?doubt?whether
she
will
come
on
time.
她会不会准时来还不一定。②doubt用作动词，意为“怀疑”，可接名词、代词、动名词作宾语。如：I
doubt
his
word.
我怀疑他的话。We?doubted?her
telling
lies.
我们怀疑她说谎。doubt作动词也可接宾语从句。在否定句和疑问句中，doubt后面接that引导的宾语从句。在肯定句中，doubt后面一般接whether或if引导的宾语从句。如：Do
you
doubt
that
she
will
succeed?
你怀疑她会成功吗？I
don’t
doubt
that
he
can
finish
the
work
on
time.
我相信他能按时完成工作。I?doubt?if?/?whether?he?will?win.?我怀疑他是否能赢。
11.
Different
writers
translated
the
book
into
different
languages.不同的作者把这本书翻译成不同的语言。（P44）
【用法】translate…into…是固定短语，意为“把……翻译成”。如：Can
you
translate
French
into
English?
你能把法语译成英语吗?
translate是及物动词，意为“翻译”，后可接名词或代词。常和一些介词连用构成介词短语。如：translate…from…把……从……译成。如：The
novel
was
translated
from
Japanese.这个小说译自日语。translate…for…为……翻译……。如：Can
you
translate
this
article
for
me?
你能替我翻译这篇文章吗?
【拓展】①translate主要指“笔译”，而interpret主要指“口译”。②translate的名词形式有：translator（翻译者；翻译）和translation（翻译；译文）。如：When
you
go
abroad,
you
may
need
a
translator.当你出国时，你可能需要一个翻译。Harry
got
a
French
translation
of
the
article.
兰尼有这篇文章的法文翻译。
12.
Potato
chips
were
invented
by
mistake.
薯条是由于失误而被发明的。（P45）
【用法】by
mistake是介词短语，意为“错误地（因粗心、遗忘所致）”，常在句中作状语。I
took
his
English
book
by
mistake.
我错拿了他的英语书。这里mistake是名词，意为“错误”。后面跟介词about表示“关于……的错误”；跟介词in表示“某方面的错误”。常用短语：make
a
mistake犯错误；make
no
mistake没出错；correct
one’s
mistake改正错误；make
mistake
about
sb./sth.误会(解)某人/事。
【拓展】mistake可以用作动词，意为“弄错；误解”。如：I?mistook?the
direction.
我搞错方向了。常用短语：mistake
one’s
meaning误解某人的意思；mistake
sb./sth.
for把某人或某物错当成……。如：She?mistook?my
meaning.
她误会了我的意思。They
mistook
that
stick
for
a
snake.他们把这根手杖误当成了一条蛇。
13.
It’s
believed
that
the
first
basketball
game
in
history
was
played
on
December
21,1891.人们认为历史上第一次篮球比赛是在1891年12月21日举行的。（P46）
【用法】It’s
believed
that…意为“人们相信/认为……”，是一个固定结构，其中it是形式主语，that引导的从句是真正的主语。如：It
is
generally?believed?that
seeing
is
believing.人们普遍认为眼见为实。
【拓展】与这个结构类似的用法还有：It’s
said
that…据说……；It’s
reported
that…据报道……；It’s
known
that…众所周知……；It’s
supposed
that…据推测……。如：It’s
said
that
people
can
live
to
be
120
years
old.据说人们能活到120岁。It’s
known
that
computer
is
a
useful
invention.众所周知电脑是一个有用的发明。
14.
Dr.
Naismith
divided
the
men
in
his
class
into
two
teams
and
taught
them
to
play
his
new
game.奈斯密斯博士把班上的学生分成两个队，并教他们玩这个新游戏。（P46）
【用法】divide用作动词，意为“分开；分散”，侧重把整体分成若干部分。常与介词in或into连用，构成“divide
…in/into…”，表示“把……分成……”。如：She
divided
the
food
into
four
equal
shares.
她把食物分成四等份。Mr.
Green
divided
his
class
into
three
groups.格林先生把他的班级分成三个小组。
【拓展】其他常用短语：①divide
by除以。如：6
divided
by
3
is
2.
6除以3等于2。②divide
among在……之间分。如：The
apples
were
divided
among
the
children.
苹果给孩子们分了。③Divide
in?分为；分成。如：The
path
divides
the
garden
in
halves.
小路把花园分成两半。
15.
At
the
same
time,
they
need
to
stop
the
competing
team
from
getting
the
ball
into
their
own
basket.
同时，他们需要阻止竞争的队得到球投入他们的篮里。（P46）
【用法】stop
sb.
from
doing
sth.是个固定结构，意为“阻止某人做某事”，与prevent
sb.
from
doing
sth.用法相同。在主动语态中from可以省略，被动语态中不行。如：Parents
should
stop/prevent
their
children
from
telling
lies.
父母亲应制止孩子们说谎。
【拓展】①keep
sb.
from
doing
sth.与
stop
sb.
from
doing
sth.意思相同，但其中的from无论在主动语态中还是在被动语态中都不能省略。如：Please
keep
the
children
from
swimming
in
the
sea.?请不要让孩子们在海里游泳。②protect
…from
....意为“保护……不受不受伤害”，from后接能带来伤害或损害之物。如：You
should
protect
the
children
from
catching
cold.你应该保护孩子们不要受凉。
16.
The
number
of
foreign
players,
including
Chinese
players,
in
the
NBA
has
increased.
包括中国球员在内，NBA中外籍球员的数量已经增加了。（P46）
【用法】the
number
of意为“……的数量”，后面跟名词复数。作主语时，其谓语动词用单数。I
don’t
know
the
number
of
students
in
our
school.我不知道我们学校学生的数量。The
number
of
foreign
cities
in
our
country
keeps
on
increasing.我们国家城市的数量不断上涨。
【拓展】a
number
of意为“许多；大量的”，其后跟名词复数，作主语时，因为中心词是of后的名词复数，因此谓语动词用复数。number前可以用great、large、small、good等形容词修饰。如：A
number
of
students
of
our
school
have
read
that
magazine.?我们学校有很多学生都看过那本杂志。A
great
number
of
computers
have
been
sent
to
that
school.
大量的电脑已经被送到那个学校。
17.
Many
young
people
look
up
to
these
basketball
heroes
and
want
to
become
like
them.许多年轻人仰慕这些篮球英雄，想变成像他们一样。（P46）
【用法】look
up
to是动词短语，意为“钦佩；仰慕”。Wang
Fei
is
a
popular
singer
and
a
lot
of
young
people?look
up
to?her.王菲是一位受欢迎的歌手，很多年轻人都很崇拜她。
【拓展】①look
up
to?与as连用，表示“将……尊为(榜样等)”。如：We
look
up
to
him
as
a
hero.我们把他尊为英雄。②look
up
to还可意为“抬头看”。The
girl
was
so
short
that
she
had
to?look
up
to?her
younger
sister.?小女孩个子太矮，只好仰着头看她的妹妹。③look
up意为“查找”或“拜访”。如：Look
up
this
word
in
the
dictionary.
这个词查查词典吧。I
want
to
look
up
an
old
friend
when
I
get
there.我到那儿后要去拜访一位老朋友。
单元语法解析
被动语态（二）
一、被动语态的基本形式
被动语态由“助动词be＋及物动词的过去分词”构成。助动词be有人称、时态和数的变化，与句子的主语保持一致。
二、被动语态时态
1.
一般过去时的被动语态
肯定形式：
主语+was/were+及物动词过去分词+其它.
如：The
bridge
was
built
last
year.这座桥是去年建造的。
否定形式：
主语+was/were
+not
+及物动词过去分词+其它.
如：The
bridge
was
built
last
year.这座桥不是去年建造的。
一般疑问形式：
was/were+主语+及物动词过去分词+其它?
如：Was
the
bridge
built
last
year?
这座桥是去年建造的吗？
特殊疑问形式：
特殊疑问词
+
was/were+主语+及物动词过去分词+其它?
如：When
was
the
bridge
built?
这座桥什么时候建的？
2.
其它常用时态被动语态构成：
口诀：被动语态be字变，过去分词跟后面。
现在进行时：主语+
am/is/are
+being
+及物动词过去分词+其它.
如：The
tea
plants
are
being
planted
by
the
farmers.
茶树正在被农民们栽种。
过去进行时：主语+
was/were
+being
+及物动词过去分词+其它.
如：The
room
was
being
cleaned
when
he
came
in.
当他进来时，房间正在被打扫。
现在完成时：主语+
have/has
+been+及物动词过去分词+其它.
如：Many
trees
have
been
planted
by
the
farmers.许多树已经被农民种植。
一般将来时：主语+
will/shall
(be
going
to)
+be+及物动词过去分词+其它.
如：The
flowers
will
be
planted
by
the
farmers.这些花将会被农民们栽种。
含情态动词的被动语态：主语+
情态动词+be+及物动词过去分词+其它.
如：Homework
should
be
finished
before
going
home.家庭作业应该在回家前完成。
三、使用被动语态应注意的几个问题
1.
不及物动词无被动语态。
如：What
will
happen
in
100
years?
100年后将会发生什么？
2.
感官动词或使役动词在主动语态中使用省略to的动词不定式，但变为被动语态时，须加上to。如：The
teacher
made
us
read
the
text.
→We
were
made
to
read
the
text
by
the
teacher.
老师让我们读这篇课文。
3.
含有两个宾语（双宾语）的主动语态变为被动语态时，有两种方式，即直接宾语做主语或间接宾语提前做主语。但如果用直接宾语做主语，间接宾语前应加to或for等，一般pass，lend，give，write，bring，show，tell等词后用to，动词draw，make,
buy,
find,
cook等词后一般用for。
如：She
gave
Jim
a
present
that
day.
→Jim
was
given
a
present
that
day.
→A
present
was
given
to
Jim
that
day.
Mother
bought
me
a
new
skirt.
→I
was
bought
a
new
skirt
by
Mother.
→A
new
skirt
was
bought
for
me
by
Mother.
4.
一些动词短语用于被动语态时，动词短语应当看作一个整体，而不能丢掉其中的介词或副词。如：He
listens
to
the
radio
every
day.
→The
radio
is
listened
to
by
him
every
day.
5.
当主语是疑问词who时，变被动语态后加by。
如：Who
wrote
this
book?
---
By
whom
was
this
book
written?
6.
下列几种情况中动词一般用主动式，不用被动式。
⑴像have、hold(容纳)、fit（适合）、know、cost等表示静态的动词。
如：The
coat
fits
you
well.
⑵look,
become,
get,
turn等动词作系动词时。如：He
looks
sad.
⑶宾语是反身代词时。如：We
can
look
after
ourselves.
⑷带有表示地点、处所或组织名称等的词语做时。如：He
left
Beijing
by
bus
yesterday.
⑸当宾语是动名词或不定式时。如：He
wants
to
go
to
school.
We
have
finished
reading
these
books.
⑹当宾语是人体的某一部分器官时。I
could
hardly
believe
my
eyes.
单元资料链接
The
Invention
of
the
Zipper
Do
you
know
who
invented
the
slide
fastener,
or
rather,
the
zipper?
No
one
thought
of
anything
like
the
zipper
until
Whitcomb
Judson
came
along.
No
one
knows
what
gave
him
the
idea.
No
one
even
knows
much
about
him,
except
that
he
was
a
mechanical
engineer
living
in?Chicago?and
that
he
patented
other
inventions
to
do
with
a
street
railway
system
and
motorcars.
Judson
invented
the
first
zipper
in
1891.
This
ingenious
little
thing
looks
very
simple,
and
the
principle
behind
it
is
simple,
too;
yet
it
took
twenty-two
years,
together
with
another
inventor
to
make
the
zipper
really
practical.
The
zipper
had
to
be
produced
cheaply,
because
no
one
would
pay
a
lot
of
money
for
it.
Judson
invented
a
machine
to
mass-produce
his
slide
fastener.
But
the
machine
was
terribly
complicated
and
kept
on
breaking
down.
So
in
1905
Judson
invented
a
new
fastener,
the
C-curity,
which
was
easier
to
manufacture.
Clothing
manufacturers,
however,
were
not
the
least
bit
interested
in
trying
out
the
fasteners,
so
the
only
way
Judson
could
get
them
on
to
the
market
was
by
letting
pedlars
sell
them
from
door
to
door.
Moreover,
the
C-curity
fastener
was
stiff
and
clumsy
and
had
a
bad
habit
of
bursting
open
at
inconvenient
times.
Then
a
young
Swedish
engineer
called
Sundback
came
to
work
for
Judson’s
struggling
company.
He
thought
hard
and
decided
that
the
interlocking
parts
needed
to
be
much
smaller
to
give
the
fastener
greater
flexibility
and
to
stop
it
bursting
open.
After
several
attempts,
Sundback
invented
a
really
practical
fastener
in
1913.
It
is
in
all
important
ways
the
same
as
the
one
we
use
today.
Clothing
manufacturers
still
refused
to
use
the
fastener.
But
in
1918
an
inventor
showed
the
American
army
a
flying
suit
he
had
invented.
It
happened
to
use
the
slide-fastener.
The
army
put
the
suit
through
such
tough
tests
that
it
disintegrated—all
except
the
fastener!
A
Navy
officer
happened
to
see
the
tests,
and
Judson’s
unknown
little
company
got
an
order
for
ten
thousand
fasteners.
Later,
Judson’s
invention
was
used
in
the
manufacture
of
rubber
galoshes
by
a
big
company.
They
called
the
galoshes
“Zippers”.
This
is
how
the
slide-fastener
got
its
popular
name.Unit6
When
was
it
invented?
课时教案
The
First
Period
(Section
A
1a---2d)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
the
history
of
inventions
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
heel,
scoop,
electricity,
style,
project,
pleasure,
zipper,
daily,
website,
pioneer,
list,
mention,
be
used
for,
have
a
point
(3)Target
Language:
I
think
TV
was
invented
before
the
car.
When
was
the
zipper
invented?
It
was
invented
in
1893.
Who
was
invented
by?
It
was
invented
by
Whitcomb
Judson.
What
is
the
hot
ice-cream
scoop
used
for?
It’s
used
for
serving
really
cold
ice-cream.
The
pioneers
of
different
inventions
were
listed
there.
But
at
that
time
it
wasn’t
used
widely.
(4)Structure:
Passive
voice
of
the
Past
tense
2.
Ability
Objects
①
Enable
the
students
to
talk
about
the
history
of
inventions
and
their
uses
by
using
the
passive
voice
of
the
Past
tense.
②
Learn
and
master
the
structure
and
usage
of
the
passive
voice
of
the
Past
tense.
③Train
the
students’
listening
and
speaking
skills
with
the
target
language
3.
Moral
Objects
Many
important
inventions
have
changed
the
world
a
lot.
Help
students
to
know
about
the
history
of
some
important
inventions
and
encourage
them
to
think
of
things
more
often
and
try
out
their
ideas.
Teaching
Key
Points：
Learn
to
talk
about
the
history
of
inventions
and
their
uses
by
using
the
passive
voice
of
the
Past
tense.
Help
students
to
understand
and
use
the
passive
voice
of
the
Past
tense.
Teaching
Difficult
Points：
Learn
to
talk
about
the
history
of
inventions
using
the
passive
voice
of
the
Past
tense.
Enable
the
students
to
understand
the
target
language
in
spoken
conversation
and
train
students’
listening
ability
and
communicative
competence.
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Activity
Teaching
Method,?The
Communicative
Approach.
Teaching
Aids：
The
pictures
of
some
inventions,
PPT
Teaching
Procedures：
Step
1
Leading-in（About
4
minutes）
Greet
the
class
as
usual.
Have
a
free
talk
with
students.
T:
When
you
see
“invent”,
what
do
you
think
of?
Ss:
Four
great
inventions
of
China.
T:
(Show
the
pictures
of
four
great
inventions
of
China)
They
were
compass,
gun
powder,
printing,
paper
making.
We
are
proud
of
them.
Do
you
think
which
invention
is
widely
used
in
our
daily
life
now?
S1:
Paper
making.
Our
books
are
made
of
paper.
T:
You’re
right.
Who
invented
the
paper
making?
Ss:
Cai
Lun.
T:
Yes.
Cai
Lun
invented
the
paper
making
in
105.
And
we
can
also
use
the
passive
voice
to
say
it.
How
should
we
say
it?
S2:
The
paper
making
was
invented
by
Cai
Lun
in
105.
(Explain
the
passive
voice
of
the
past
tense
and
remind
them
to
pay
attention
to
“was
invented”
and
“by
Cai
Lun”.
Then
ask:)
T:
When
was
the
paper
making
invented?
Ss:
It
was
invented
in
105.
T:
Who
was
the
paper
making
invented
by?
Ss:
It
was
invented
by
Cai
Lun.
T:
You’re
great!
Today,
we’ll
study
some
other
inventions
and
know
something
about
these
inventions.
Next,
let’s
play
a
guessing
game.
Step
2
Play
a
game（About
6
minutes）
Show
the
pictures
of
some
inventions.
Then
give
the
names
of
some
inventors
(Steve
Jobs
and
Steve
Wozniak,
Karl
Benz,
Bell,
John
Logie
Baird)
and
have
students
talk
about
who
invented
them
in
pairs
like
this.
A:
Who
was
the
computer
invented
by?
B:
I
think
it
was
invented
by….
Have
some
pairs
to
ask
and
answer
in
front
of
the
class
and
check
the
answers.
Praise
the
students
who
guess
them
correctly.
T:
We
know
who
invented
them.
But
do
you
know
when
they
were
invented?
Which
one
was
invented
earlier
and
which
one
was
invented
later?
You
can
have
a
guessing.
First,
have
students
read
the
years
in
1b,
then
ask
and
answer
in
pairs
like
this.
T:
When
was
the
computer
invented,
S1?
S1:
I
think
it
was
invented
in
1976.
Have
students
talk
about
different
inventions
and
write
their
guessing
under
each
invention.
Ask
two
students
look
at
the
example
conversation
in
1a
and
talk
about
the
inventions
in
pairs.
For
example:
A:
I
think
the
computer
was
invented
before
the
car.
B:
Well,
I
think
the
computer
was
invented
after
the
car.
Have
students
say
their
guessing
in
groups.
Then
discuss
in
groups
and
number
the
pictures
in
1a
from1
to
4.
Step
3
listening
practice（About
4
minutes）
T:
We’ll
listen
to
a
girl
and
a
woman
talking
about
the
four
inventions.
They
will
talk
about
when
they
were
invented.
Listen
carefully
and
match
the
inventions
and
the
dates.
Write
the
correct
letter
in
front
of
each
date.
Play
the
recorder
and
ask
students
to
listen
to
the
tape
carefully
and
match
the
dates
with
the
inventions.
Then
listen
again
and
check
the
answers
in
class.
Choose
different
students
and
ask
them
about
when
each
invention
was
invented.
Step
4
Pairwork（About
4
minutes）
Ask
two
students
to
read
the
sample
conversation
in
1c.
Then
ask
students
to
make
a
conversation
with
a
partner
using
the
information
in
1b.
As
students
work,
listen
to
some
pairs
in
order
to
check
the
progress
and
give
them
some
help
as
needed.
Ask
some
pairs
to
come
to
the
front
of
the
classroom
and
act
out
their
conversations.
Step
5
Presentation（About
5
minutes）
T:
Different
inventions
are
used
for
different
purposes.
Do
you
know
what
these
inventions
used
for?
Have
students
discuss
the
use
of
these
inventions
with
their
partners
like
this.
A:
What
is
the
telephone
used
for?
B:
It
is
used
for
talking
with
others.
Call
some
pairs
to
talk
about
other
inventions.
Show
the
pictures
of
some
inventions
and
talk
about
what
they
are
used
for.
T:
(Point
to
the
first
picture)
What
are
these?
Ss:
They
are
shoes.
T:
Yes.
But
they
are
shoes
with
special
heels.
What
are
they
used
for?
S1:
They
are
used
for
making
people
taller.
T:
Yes,
they
are
used
for
changing
the
style
of
shoes.
Have
students
talk
about
the
other
pictures
in
pairs,
and
then
call
two
pairs
to
talk
about
them
in
class.
Encourage
them
to
say
the
suitable
answers
they
think.
Step
6
Listening
practice（About
6
minutes）
Have
students
look
at
the
picture
in
2a,
and
tell
them
that
a
boy
and
a
girl
are
talking
about
some
new
inventions.
Then
have
a
student
read
the
three
inventions.
Play
the
recording
and
let
them
number
the
inventions
from1
to
3
in
the
order
they
hear
them.
Play
the
tape
again
and
check
the
answer
in
class.
Have
the
students
read
the
chart
in
2b
and
guess
the
missing
words.
Ask
them
to
pay
attention
to
the
uses
of
the
inventions.
Play
the
recording
for
the
third
time
and
let
them
complete
the
chart.
Play
the
recording
for
the
fourth
and
check
the
answers
with
students.
Have
different
students
say
the
uses
of
the
inventions
by
using
“be
used
for”.
Step
7
Pairwork（About
5
minutes）
Have
students
read
the
sample
conversations
in
2c
and
help
them
complete
the
conversation
according
to
the
picture
1.
Then
ask
students
to
make
up
conversations
in
pairs
using
the
information
in
2b.
For
example:
A:
What
are
these
in
Picture
1?
B:
They
are
shoes
with
special
heels.
A:
What
are
they
used
for?
B:
They
are
used
for
changing
the
style
of
shoes.
Call
several
pairs
to
act
out
their
conversations
in
class.
Show
some
pictures
and
call
some
pairs
to
talk
about
their
uses
by
using
“be
used
for”.
Step
8
Expansion
and
extension（About
7
minutes）
Role-play
the
conversation
First,
have
students
to
role-play
the
conversation
in
2d
in
groups,
and
then
ask
them
the
following
questions.
①What
invention
are
Paul
and
Roy
talking
about?
②Where
are
the
invention
used?
③When
was
it
invented?
Who
was
it
invented
by?
Have
students
read
the
conversation
and
find
out
the
sentences
about
the
passive
voice
of
the
past
tense.
Then
have
them
discuss
the
structure
of
the
passive
voice
of
the
past
tense.
As
students
work,
the
teacher
walks
around
and
gives
them
some
help
if
they
need.
Explain
the
structure
and
usage
of
the
passive
voice
and
some
key
new
phrases
“think
of/about,
have
a
point,
mention”.
Help
students
understand
the
language
points
and
have
them
practice
making
sentences
with
the
phrases
and
the
structures.
Call
several
pairs
to
act
out
the
conversations
in
front
of
class.
Step
9
Summary（About
3minutes）
Guide
Ss
to
summarize
the
language
points
they
learnt
in
this
class.
Ask
students
to
sum
up
the
structure
and
usage
of
the
passive
voice
the
past
tense.
Have
them
use
the
structure
of
the
passive
voice
to
talk
about
the
history
of
some
inventions
around
us.
Step
10
Homework（About
1
minutes）
Surf
the
Internet,
and
find
out
two
useful
inventions
you
think.
Introduce
the
inventors,
dates
and
uses
of
these
inventions
to
your
classmates,
using
“be
invented
by,
be
invented
in
and
be
used
for”.
Blackboard
Design：
Unit6
When
was
it
invented?
Section
A
1a-2d
Cai
Lun
invented
the
paper
making
in
105.
→The
paper
making
was
invented
by
Cai
Lun
in
105.
↓
↓
who
when
Who
was
the
computer
invented
by?
have
a
point
It
was
invented
by….
It
mentioned
that…
When
was
the
computer
invented?
mention
sth./sb.
to
sb.
I
think
it
was
invented
in
1976.
What
are
they
used
for?
They
are
used
for…
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
Watching
soccer
matches
gave
him
great?p
(愉快).
2.
What
s______(款式)
of
shoes
do
you
like?
3.
They
think
Russians
were
the?p
_____(先驱)?of
space
travel.
4.
I
remember
I
have
m______(提到)
that
thing
to
her.
5.
They
supply
some?d______(日常的)
things
to
poor
children
there
every
year.
Ⅱ.
用所给词的适当形式。
1.
Two
new
library
_____
(build)
in
our
city
last
year.
2.
A
umbrella
is
used
for_____(keep)
away
from
the
rain.
3.
The
pioneers
of
different
(invent)
were
listed
in
this
book.
4.
At
that
time,
zippers
weren’t
used
(wide)
in
our
daily
lives.
5.
This
new
novel
(write)
by
Mo
Yan
last
year.
Ⅲ.句型转换。
1.
His
mother
bought
a
new
bike
yesterday.
(变被动语态)
A
new
bike
his
mother
yesterday.
2.
Who
invented
the
shoes
with
special
heels?
(同义句)
the
shoes
with
special
heels
?
3.
He
listed
many
famous
schoolmates
in
our
school
website.
(划线提问)
in
our
school
website?
4.
We
use
dictionaries
to
look
up
new
words.
(变被动语态)
Dictionaries
for
up
new
words.
5.
Glasses
were
invented
in1450.
(划线提问)
were
glasses
?
教学反思
本节课围绕发明的历史开展丰富多彩的课堂教学活动，学习过去时被动语态构成和用法。首先以中国古代四大发明导入新课，教学过去时被动语态结构，吸引学生学习兴趣的同时很自然地导入新课。然后运用直观的图片针对发明时间和发明家对过去时被动语态进行操练，同时为听力和口语练习打好基础。
教学活动坚持任务型教学的策略，自始自终贯穿了以交际为目的的原则，无论是谈论发明的历史，还是发明的用途，所有情境设置都非常贴近学生生活，让学生谈论时有话可说，使听力练习有一定的语言基础。学生可以在任务活动中了解知识、学习知识、掌握和应用知识。听说训练时，重视学习策略的引导，尽可能地为学生创设真实可信的会话情景，引导学生积极参与对话练习，使学生在愉悦的环境里潜移默化地接受语言、领悟语言、使用语言。
第一课时作业设计答案：
Ⅰ.
1.
pleasure
2.
style
3.
pioneers
4.
mentioned
5.
daily
Ⅱ.
1.
were
built
2.
keeping
3.
inventions
4.
widely
5.
was
written
Ⅲ.
1.
was
bought
by
2.
Who
were;
invented
by
3.Who
was
listed
4.
are
used;
looking
5.
When;
invented
